Kansiime Geofrey, Batiibwe Marjorie Sarah Kabuye
Department of Science Education, Faculty of Education, Kabale University, P. O. Box 317, Kabale, Uganda.
Department of Science, Technical and Vocational Education, School of Education, College of Education and External Studies, Makerere University, P. O. Box 7062, Kampala, Uganda.
Discov Educ. 2023;2(1):12. doi: 10.1007/s44217-023-00035-0. Epub 2023 Apr 13.
In the wake of COVID-19, higher education institutions worldwide were forced to continue teaching and learning through online means. However, it was only during the pandemic that institutions in Uganda, such as Kabale University, embraced online learning. Against this background, one could not predict how students drastically adapted to the new normal, especially in mathematics, which requires a lot of practice. Thus, this study sought to establish the relationship between behavioural intention to use technology and the adoption of online mathematics learning among pre-service teachers at Kabale University. We conceptualized behavioural intention to use technology according to the Unified Theory of Acceptance and Use of Technology (UTAUT) as comprising four factors: performance expectancy, effort expectancy, facilitating conditions, and social influence. This mixed methods study followed a cross-sectional correlational survey and hermeneutic phenomenological research designs. We collected data from 140 pre-service mathematics teachers, who were sampled using stratified and simple random sampling techniques, through a self-administered questionnaire. Also, we collected qualitative data through nine face-to-face interviews of pre-service mathematics teachers using criterion sampling, where the most prominent criterion was the participant's experience with the phenomenon under study. Using Pearson's linear correlation, results showed that all UTAUT constructs were related to the adoption of online learning. Simple linear regression revealed that facilitating conditions were the strongest predictor. Furthermore, the narrative analysis indicated that, among others, a lack of technological knowledge hindered learners' effective participation in online mathematics lectures. Therefore they barely benefited from online learning. Thus, we recommend government universities enhance teachers' and learners' technological knowledge, among other facilitating conditions such as establishing strong on-campus Wi-Fi connections as online learning continues.
在新冠疫情之后，全球高等教育机构被迫通过在线方式继续教学。然而，直到疫情期间，乌干达的一些机构，如卡巴莱大学，才开始采用在线学习。在此背景下，人们无法预测学生如何大幅适应新常态，尤其是在数学学习方面，因为数学需要大量练习。因此，本研究旨在确定卡巴莱大学职前教师使用技术的行为意向与在线数学学习采用之间的关系。我们根据技术接受与使用统一理论（UTAUT）将使用技术的行为意向概念化为包括四个因素：绩效期望、努力期望、促进条件和社会影响。这项混合方法研究采用了横断面相关调查和诠释现象学研究设计。我们通过自填问卷从140名职前数学教师那里收集数据，这些教师是使用分层和简单随机抽样技术抽取的样本。此外，我们通过对职前数学教师进行九次面对面访谈收集定性数据，采用的是标准抽样，其中最突出的标准是参与者对所研究现象的体验。使用皮尔逊线性相关性分析，结果表明所有UTAUT结构都与在线学习的采用有关。简单线性回归显示促进条件是最强的预测因素。此外，叙事分析表明，除其他外，缺乏技术知识阻碍了学习者有效参与在线数学讲座。因此他们几乎没有从在线学习中受益。因此，我们建议公立大学在继续开展在线学习的过程中，除其他促进条件（如建立强大的校园无线网络连接）外，还要提高教师和学习者的技术知识。
