Factors influencing technology integration among mathematics educators in South Africa: A modified UTAUT2 perspective

Antony Musasa; Jameson Goto; Geoffrey Lautenbach

doi:10.30935/cedtech/15890

Antony Musasa ¹, Jameson Goto ¹ ^* , Geoffrey Lautenbach ¹

More Detail

CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep564

https://doi.org/10.30935/cedtech/15890

Submitted: 06 September 2024, Published Online: 28 January 2025

OPEN ACCESS 59 Views 26 Downloads

Download Full Text (PDF)

Abstract

Educators must effectively integrate technology into their teaching practices in today’s technology-driven world. This study investigated factors influencing technology integration into teaching among mathematics educators in Gauteng secondary schools in South Africa. The unified theory of acceptance and use of technology, extended by adding the technological pedagogical content knowledge (TPACK) framed the study. Data was collected using an online questionnaire from 309 mathematics educators. Exploratory and confirmatory factor analyses were used to validate and verify the measurement model. The structural equation modelling analyses indicated that hedonic motivation (HM), performance expectancy (PE) and TPACK influenced behavioral intention (BI) to integrate technology. TPACK, facilitating conditions (FC), effort expectancy (EE), social influence (SIN), descriptive norms (SID) and habit (HT) influenced the behavioral use (BU) of technology integration. The second-order structural modelling indicated that all the constructs contributed to technology integration. Still, TPACK was the most important, with the highest explained variance of 64.4%, followed by EE, FC, HM and HT, which all had explained variances above 50%. BI and BU, PE and social influence contributed less than 50% of the explained variance. Our findings could provide insights into future interventions for effective technology integration for in-service educator training.

Keywords: TPACK, facilitating conditions, technology integration, effort expectancy, mathematics

References

Aldekheel, A. Y., Khalil, O., & AlQenaei, Z. M. (2022). Factors impacting educators’ continued IT adoption in pre-college education. Journal of Information Technology Education: Research, 21, 465–500. https://doi.org/10.28945/5029
Al-zboon, H. S., Gasaymeh, A. M., & Al-Rsa’i, M. S. (2021). The attitudes of science and mathematics educators toward the integration of information and communication technology (ICT) in their educational practice: The application of the unified theory of acceptance and use of technology (UTAUT). World Journal of Education, 11(1), 75–85. https://doi.org/10.5430/wje.v11n1p75
Apuke, O. (2017). Quantitative research methods: A synopsis approach. Kuwait Chapter of the Arabian Journal of Business and Management Review, 6, 40–47. https://doi.org/10.12816/0040336
Ardiç, M. A. (2021). Opinions and attitudes of secondary school mathematics educators towards technology. Participatory Educational Research, 8(3), 136–155. https://doi.org/10.17275/per.21.58.8.3
Avci, S. (2022). Examining the factors affecting educators’ use of digital learning resources with UTAUT2. Malaysian Online Journal of Educational Technology, 10(3), 200–214. https://doi.org/10.52380/mojet.2022.10.3.399
Backhaus, K., Erichson, B., Plinke, W., & Weiber, R. (2016). Multivariate analyse methoden [Multivariate analysis methods]. Springer. https://doi.org/10.1007/978-3-662-46076-4
Bardakcı, S., & Alkan, M. F. (2019). Investigation of Turkish preservice educators’ intentions to use IWB in terms of technological and pedagogical aspects. Education and Information Technologies, 24, 2887–2907. https://doi.org/10.1007/s10639-019-09904-4
Bećirović, S. (2023). Challenges and barriers for effective integration of technologies into teaching and learning. In S. Bećirović (Ed.), Digital pedagogy: The use of digital technologies in contemporary education (pp. 123–133). Springer. https://doi.org/10.1007/978-981-99-0444-0_10
Brookes, E. (2023). The theory of planned behavior: Behavioral intention. Simply Psychology. https://www.simplypsychology.org/theory-of-planned-behavior.html
Brown, T. (2006). Confirmatory factor analysis for applied research. In D. A. Kenny, & T. D. Little (Eds.), Methodology in the social sciences. The Guilford Press.
Cirneanu, A. L., & Moldoveanu, C. E. (2024). Use of digital technology in integrated mathematics education. Applied System Innovation, 7(4), Article 66. https://doi.org/10.3390/asi7040066
De Jesus, N. M., Castro, E. T., & Buyan, C. A. (2023). Acceptance analysis of IWB systems in education using UTAUT2 model: The moderating role of perceived technological innovations. In Proceedings of the 2023 IEEE International Conference on Automatic Control and Intelligent Systems (pp. 269–274). IEEE. https://doi.org/10.1109/I2CACIS57635.2023.10193662
De Leeuw, A., Valois, P., Ajzen, I., & Schmidt, P. (2015). Using the theory of planned behavior to identify key beliefs underlying pro-environmental behavior in high-school students: Implications for educational interventions. Journal of Environmental Psychology, 42, 128–138. https://doi.org/10.1016/j.jenvp.2015.03.005
Diseko, R., & Mashiteng, E. (2020). The experiences of mathematics educators in the use of smartboards. In Proceedings of the SITE Interactive Conference (pp. 456–462). Association for the Advancement of Computing in Education. https://hdl.handle.net/10210/446429
Dlamini, R. (2022). Factors constraining teacher integration of ICT in Gauteng schools. The Independent Journal of Teaching and Learning, 17(2), 28–43.
El-Masri, M., & Tarhini, A. (2017). Factors affecting the adoption of e-learning systems in Qatar and USA: Extending the unified theory of acceptance and use of technology 2 (UTAUT2). Educational Technology Research and Development, 65(3), 743–763. https://doi.org/10.1007/s11423-016-9508-8
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Educator beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. https://doi.org/10.1016/j.compedu.2012.02.001
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). SAGE.
Field, A. (2018). Review of discovering statistics using IBM SPSS statistics (5th ed.). SAGE.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.1177/002224378101800104
Gaillard, C. (2019). Finding the missing variables: A systematic review of mathematics improvement strategies for South African public schools. South African Journal of Education, 39(3). https://doi.org/10.15700/saje.v39n3a1582
Gkrimpizi, T., Peristeras, V., & Magnisalis, I. (2023). Classification of barriers to digital transformation in higher education institutions: Systematic literature review. Education Sciences, 13(7), Article 746. https://doi.org/10.3390/educsci13070746
Graham, M. A., Mokgwathi, M. S., & De Villiers, J. J. R. (2021). Safety factors associated with mathematics achievement in South African schools. Eurasia Journal of Mathematics, Science and Technology Education, 17(12), Article em2052. https://doi.org/10.29333/ejmste/11416
Graham, M. A., Stols, G., & Kapp, R. (2020). Educator practice and integration of ICT: Why are or aren’t South African educators using ICTs in their classrooms. International Journal of Instruction, 13(2), 749–766. https://doi.org/10.29333/iji.2020.13251a
Grujicic, S., & Nikolic, A. (2021). Cross-section studies: Advantages and disadvantages. Zdravstvena Zaštita, 50, Article 44. https://doi.org/10.5937/zdravzast50-35574
Hair, Jr, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006.) Multivariate data analysis (6th ed.). Pearson-Prentice Hall.
Hodges, C. B., & Prater, A. H. (2014). Technologies on the horizon: Educators respond to the horizon report. TechTrends, 58(3), 71–77. https://doi.org/10.1007/s11528-014-0754-5
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Jarrah, A. M., Fayez, K., Almarashdi, H., & Fidalgo, P. (2024). Enhancing mathematics education in the UAE: Elementary educators’ views on distance education methods. Contemporary Educational Technology, 16(3), Article ep516. https://doi.org/10.30935/cedtech/14714
Johnson, A. M., Jacovina, M. E., Russell, D. G., & Soto, C. M. (2016). Adaptive educational technologies for literacy instruction (1st ed.). Routledge. https://doi.org/10.4324/9781315647500-2
Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice educators’ intention to use technology: TPACK, educator self-efficacy, and technology acceptance model. Journal of Educational Technology & Society, 21(3), 48–59.
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36. https://doi.org/10.1007/BF02291575
Kankaraš, M., & Capecchi, S. (2024). Neither agree nor disagree: Use and misuse of the neutral response category in Likert-type scales. METRON. https://doi.org/10.1007/s40300-024-00276-5
Kim, J. H. (2023). Cross-sectional study: The role of observation in epidemiological studies. In A. K. Mitra (Ed.), Statistical approaches for epidemiology: From concept to application (pp. 19–42). Springer. https://doi.org/10.1007/978-3-031-41784-9_2
Limayem, M., & Hirt, S. G. (2003). Force of habit and information systems usage: Theory and initial validation. Journal of the Association for Information Systems, 4(1), Article 3. https://doi.org/10.17705/1jais.00030
Liu, J., Dai, Q., & Chen, J. (2024). Factors affecting teachers’ use of digital resources for teaching mathematical cultures: An extended UTAUT-2 model. Education and Information Technologies. https://doi.org/10.1007/s10639-024-13105-z
Mailizar, M., Almanthari, A., & Maulina, S. (2021). Examining educators’ behavioral intention to use e-learning in teaching of mathematics: An extended TAM model. Contemporary Educational Technology, 13(2), Article ep298. https://doi.org/10.30935/cedtech/9709
Masango, M. M., Van Ryneveld, L., & Graham, M. A. (2022). A paperless classroom: Importance of training and support in the implementation of electronic textbooks in Gauteng public schools. EJEL, 20(3). https://doi.org/10.34190/ejel.20.3.2320
Matemera, S. (2020). Smart board use and pedagogic practices among educators: A case of a South African township school [PhD dissertation, University of Johannesburg].
Mihai, M. A. (2020). The use of interactive whiteboards in urban Gauteng classrooms. Perspectives in Education, 38(2), 318–336. https://doi.org/10.18820/2519593X/pie.v38.i2.21
Minty, R., & Moll, I. (2020). Gauteng paperless classrooms: Fantasy, fiction, or reality? Mousaion: South African Journal of Information Studies, 38(1). https://doi.org/10.25159/2663-659X/7323
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for educator knowledge. The Educators College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mlambo, S., Rambe, P., & Schlebusch, L. (2020). Effects of Gauteng province’s educators’ ICT self-efficacy on their pedagogical use of ICTS in classrooms. Heliyon, 6(4), Article e03730. https://doi.org/10.1016/j.heliyon.2020.e03730
Mokoena, M. M., Simelane-Mnisi, S., & Mji, A. (2022). Challenges and solutions for educators’ use of interactive whiteboards in high schools. Universal Journal of Educational Research, 10(1), 36–47. https://doi.org/10.13189/ujer.2022.100104
Ndlovu, M., & Meyer, D. (2019). Readiness of educators to teach mathematics with technology: A case study of a school in Gauteng. In Proceedings from the 63^rd International Council on Education and Teaching Conference (pp. 188–197).
Netsianda, A., & Ramaila, S. (2021). The use of ICT in mathematics teaching and learning in South African secondary schools. In Proceedings of the EDULEARN21 (pp. 623–632). IATED. https://doi.org/10.21125/edulearn.2021.0173
Njiku, J., Mutarutinya, V., & Maniraho, J. F. (2021). Building mathematics educators’ TPACK through collaborative lesson design activities. Contemporary Educational Technology, 13(2), Article ep297. https://doi.org/10.30935/cedtech/9686
Ozudogru, M., & Ozudogru, F. (2019). Technological pedagogical content knowledge of mathematics educators and the effect of demographic variables. Contemporary Educational Technology, 10(1), 1–24. https://doi.org/10.30935/cet.512515
Padayachee, K. (2017). A snapshot survey of ICT integration in South African schools. South African Computer Journal, 29(2), 36–65. https://doi.org/10.18489/sacj.v29i2.463
Perienen, A. (2020). Frameworks for ICT integration in mathematics education-A educator’s perspective. Eurasia Journal of Mathematics, Science and Technology Education, 16(6), Article em1845. https://doi.org/10.29333/ejmste/7803
Plageras, A., Kalovrektis, K., Xenakis, A., & Vavougios, D. (2023). The application of TPACK in the methodology of the flipped classroom and with the evaluation of the UTAUT to measure the impact of stem activities in improving the understanding of concepts of applied sciences. In Proceedings from the 15^th International Conference on Education and New Learning Technologies (pp. 569–575). https://doi.org/10.21125/edulearn.2023.0243
Pultoo, A., Bullee, A., Meunier, J. N., Sheoraj, K., Panchoo, S., Naseeven, P., Ujoodha, M., Roocha, V., Rajcoomar, H., & Oojorah, A. (2020). Classe21: Educators’ acceptance of technology-enhanced classroom using the UTAUT model. Journal of Education and Social Sciences, 14(1), 39–48.
Reddy, V., Juan, A., Isdale, K., & Fongwa, S. (2019). Mathematics achievement and the inequality gap: TIMSS 1995 to 2015. In N. Spaull, & J. Jansen (Eds.), South African schooling: The enigma of inequality. Policy Implications of Research in Education, vol 10 (pp. 169–187). Springer. https://doi.org/10.1007/978-3-030-18811-5_9
Saal, P. E., & Graham, M. A. (2023). Comparing the use of educational technology in mathematics education between South African and German schools. Sustainability, 15(6), Article 4798. https://doi.org/10.3390/su15064798
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice educators. Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/10.1080/15391523.2009.10782544
Spangenberg, E. D., & De Freitas, G. (2019). Mathematics teachers’ levels of technological pedagogical content knowledge and information and communication technology integration barriers. Pythagoras, 40(1), Article a431. https://doi.org/10.4102/pythagoras.v40i1.431
Stols, G., Ferreira, R., Van der Merwe, A., De Villiers, C., Venter, S., Pelser, A., & Olivier, W. A. (2015). Perceptions and needs of South African mathematics teachers concerning their use of technology for instruction. South African Journal of Education, 35(4), 1–13. https://doi.org/10.15700/saje.v35n4a1209
Streukens, S., & Leroi-Werelds, S. (2023). Multicollinearity: An overview and introduction of ridge PLS-SEM estimation. In H. Latan, F. F. Hair Jr, & R. Noonan (Eds.), Partial least squares path modeling: Basic concepts, methodological issues and applications (pp. 183–207). Springer. https://doi.org/10.1007/978-3-031-37772-3_7
Taimalu, M., & Luik, P. (2019). The impact of beliefs and knowledge on the integration of technology among educator educators: A path analysis. Teaching and Educator Education, 79, 101–110. https://doi.org/10.1016/j.tate.2018.12.012
Tang, X., Yuan, Z., Deng, X., & Xiang, L. (2023). Predicting secondary school mathematics educators’ digital teaching behavior using partial least squares structural equation modeling. Electronic Research Archive, 31(10), 6274–6302. https://doi.org/10.3934/era.2023318
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
Tosuntaş, Ş. B., Çubukçu, Z., & Beauchamp, G. (2021). A new model for the factors that affect interactive whiteboard usage of educators and its effect on performance. Education and Information Technologies, 26(3), 3575–3592. https://doi.org/10.1007/s10639-021-10428-z
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. https://doi.org/10.2307/30036540
Venkatesh, V., Thong, J. Y., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly, 36(1), 157–178. https://doi.org/10.2307/41410412
Wang, X., & Cheng, Z. (2020). Cross-sectional studies: Strengths, weaknesses, and recommendations. Chest, 158(1), S65–S71. https://doi.org/10.1016/j.chest.2020.03.012
Wieber, F., Thürmer, J. L., & Gollwitzer, P. M. (2015). Promoting the translation of intentions into action by implementation intentions: Behavioral effects and physiological correlates. Frontiers in Human Neuroscience, 9. https://doi.org/10.3389/fnhum.2015.00395
Wijaya, T. T., & Weinhandl, R. (2022). Factors influencing students’ continuous intentions for using micro-lectures in the post-COVID-19 period: A modification of the UTAUT-2 approach. Electronics, 11(13), Article 1924. https://doi.org/10.3390/electronics11131924
Wijaya, T. T., Cao, Y., Bernard, M., Rahmadi, I. F., Lavicza, Z., & Surjono, H. D. (2022a). Factors influencing microgame adoption among secondary school mathematics educators supported by structural equation modelling-based research. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.952549
Wijaya, T. T., Cao, Y., Weinhandl, R., Yusron, E., & Lavicza, Z. (2022b). Applying the UTAUT model to understand factors affecting micro-lecture usage by mathematics educators in China. Mathematics, 10(7), Article 1008. https://doi.org/10.3390/math10071008
Wijaya, T. T., Zhou, Y., Houghton, T., Weinhandl, R., Lavicza, Z., & Yusop, F. D. (2022c). Factors affecting the use of digital mathematics textbooks in Indonesia. Mathematics, 10(11), Article 1808. https://doi.org/10.3390/math10111808
Yildiz, E., & Arpaci, I. (2024). Understanding pre-service mathematics teachers’ intentions to use GeoGebra: The role of technological pedagogical content knowledge. Education and Information Technologies, 29, 18817–18838. https://doi.org/10.1007/s10639-024-12614-1
Yuan, Z., Deng, X., Ding, T., Liu, J., & Tan, Q. (2023a). Factors influencing secondary school educators’ usage behavior of dynamic mathematics software: A partial least squares structural equation modeling (PLS-SEM) method. Electronic Research Archive, 31(9), 5649–5684. https://doi.org/10.3934/era.2023287
Yuan, Z., Liu, J., Deng, X., Ding, T., & Wijaya, T. T. (2023b). Facilitating conditions as the biggest factor influencing elementary school educators’ usage behavior of dynamic mathematics software in China. Mathematics, 11(6), Article 1536. https://doi.org/10.3390/math11061536
Zhou, Y., Li, X., & Wijaya, T. T. (2022). Determinants of behavioral intention and use of interactive whiteboard by K-12 educators in remote and rural areas. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.934423
Zulu, M. W. (2020). An exploration of the integration of technology by mathematics educators: The case of 10 schools in KwaZulu-Natal under Umlazi District [PhD dissertation, University of KwaZulu-Natal].

Citation

Musasa, A., Goto, J., & Lautenbach, G. (2025). Factors influencing technology integration among mathematics educators in South Africa: A modified UTAUT2 perspective. Contemporary Educational Technology, 17(2), ep564. https://doi.org/10.30935/cedtech/15890

Musasa, A., Goto, J., and Lautenbach, G. (2025). Factors influencing technology integration among mathematics educators in South Africa: A modified UTAUT2 perspective. Contemporary Educational Technology, 17(2), ep564. https://doi.org/10.30935/cedtech/15890

Musasa A, Goto J, Lautenbach G. Factors influencing technology integration among mathematics educators in South Africa: A modified UTAUT2 perspective. CONT ED TECHNOLOGY. 2025;17(2), ep564. https://doi.org/10.30935/cedtech/15890

Musasa, Antony, Jameson Goto, and Geoffrey Lautenbach. "Factors influencing technology integration among mathematics educators in South Africa: A modified UTAUT2 perspective". Contemporary Educational Technology 2025 17 no. 2 (2025): ep564. https://doi.org/10.30935/cedtech/15890

Musasa, Antony et al. "Factors influencing technology integration among mathematics educators in South Africa: A modified UTAUT2 perspective". Contemporary Educational Technology, vol. 17, no. 2, 2025, ep564. https://doi.org/10.30935/cedtech/15890

Musasa A, Goto J, Lautenbach G. Factors influencing technology integration among mathematics educators in South Africa: A modified UTAUT2 perspective. CONT ED TECHNOLOGY. 2025;17(2):ep564. https://doi.org/10.30935/cedtech/15890