The Social Sciences
ISSN: Online 1993-6125ISSN: Print 1818-5800
Abstract
This study aims to identify the relationship between teacher self-efficacy and the level of technology adoption with the location of school as moderator. This study uses a survey method. The study sample used random sampling. Data was collected from a sample of 218 Mathematics teachers teaching at national secondary schools in both urban and rural areas using questionnaires. The questionnaires were adapted from other sources and have the confidence value of 0.96. The quantitative data was analised using descriptive statistics and multiple regression analyses. Analyses in the study show that there is a significant relationship between self-efficacy and the level of technology adoption. The findings indicate that the variable school location as moderator has a significant influence on the relationship between teacher self-efficacy and the adoption of technology. This result clearly explains that the interaction between school location and teacher self-efficacy needs to be focused on so that the level of adoption of technology is increased. The result of the study also provides a positive implication on the increase in the level of technology acceptance among mathematics teachers in urban as well as rural schools.
How to cite this article:
Surendran Sankaran and Norazlinda Saad. Adoption of Technology: School Location as Moderator.
DOI: https://doi.org/10.36478/sscience.2017.1270.1274
URL: https://www.makhillpublications.co/view-article/1818-5800/sscience.2017.1270.1274