Investigating the factors influencing university students’ adoption of technology for mathematics learning: A hybrid of TAM and TPB frameworks

Abstract

This study investigates university mathematics student facilitators’ technology adoption for mathematics learning, focusing on factors that predict actual technology use (ATU), as well as identifying the types, frequency, and purpose of participants’ technology use while learning. Using a sample of 362 pre-service facilitators from Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED) – Kumasi campus, and a quantitative approach, the researcher employed a hybrid of the Technology Acceptance Model (TAM) and Theory of Planned Behaviour (TPB) to analyse how perceived behavioural control usefulness, attitudes, subjective norms, and ease of use influence ATU. The results revealed heavy reliance on basic tools such as calculators and YouTube, but minimal adoption of advanced software like GeoGebra. Mostly, these tools were used to complete assignments. The regression analyses indicated that technology usefulness and ease significantly predict students’ attitudes regarding the use of digital tools for mathematics learning, where usefulness was the stronger predictor of attitude. Additionally, attitude, peers or lecturers’ influence, and students’ technology confidence collectively predict ATU. The study identifies low self-beliefs (perceived behavioural control) as critical barriers to students’ inability to use advanced digital tools when learning. Recommendations from this investigation include structured professional development, enhanced institutional support, and curriculum-integrated technology tasks that focus on advanced technology integration.