Teachers’ Beliefs About, Attitudes Toward, and Intention to Use Technology-Based Assessments: a Structural Equation Modeling Approach
Sung-Pei Chien 1, Hsin-Kai Wu 1 2 * , Pai-Hsing Wu 1 3
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1 Graduate Institute of Science Education, National Taiwan Normal University, Taipei, TAIWAN
2 Faculty of Education, University of Johannesburg, Johannesburg, SOUTH AFRICA
3 Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taipei, TAIWAN
* Corresponding Author

Abstract

This study aimed at determining the relationships among teachers’ beliefs about, attitudes toward, and intention to use technology-based assessments (TBAs). These relationships were also compared among teachers with different degrees of usage. Based on the decomposed theory of planned behavior, this study collected questionnaire data from 494 high-school teachers who were classified into 3 groups: frequent users, occasional users, and nonusers. The results indicated that the models for the frequent and occasional users were similar, and confirmed the effects of attitude on the intention of teachers to use TBAs. However, perceived behavior control and subjective norms did not influence the intention of the included teachers.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/93379

EURASIA J Math Sci Tech Ed, 2018 - Volume 14 Issue 10, Article No: em1594

Publication date: 12 Jul 2018

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