Teachers’ Beliefs About, Attitudes Toward, and Intention to Use Technology-Based Assessments: a Structural Equation Modeling Approach

Sung-Pei Chien; Hsin-Kai Wu; Pai-Hsing Wu

doi:10.29333/ejmste/93379

Full Text (PDF)

Sung-Pei Chien ¹, Hsin-Kai Wu ¹ ² ^* , Pai-Hsing Wu ¹ ³

More Detail

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.

Keywords

teacher beliefs
teacher education
technology-based assessments
decomposed theory of planned behavior model

License

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

Article Views: 717

Article Downloads: 338

Open Access References How to cite this article

References

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
Benbasat, I., & Barki, H. (2007). Quo vadis, TAM? Journal of the Association for Information Systems, 8(4), 211-218.
Chen, R. J. (2010). Investigating models for preservice teachers’ use of technology to support student-centered learning. Computers & Education, 55(1), 32-42. https://doi.org/10.1016/j.compedu.2009.11.015.
Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & Education, 59(3), 1054-1064. https://doi.org/10.1016/j.compedu.2012.04.015.
Chien, S. P., Wu, H. K., & Hsu, Y. S. (2014). An investigation of teachers' beliefs and their use of technology-based assessments. Computers in Human Behavior, 31, 198-210. https://doi.org/10.1016/j.chb.2013.10.037.
Cohen, J. (1988). Statistical power analysis for behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Davis, F. D. (1993). User acceptance of information technology: system characteristics, user perceptions and behavioral impacts. International Journal of Man-Machine Studies, 38(3), 475-487. https://doi.org/10.1006/imms.1993.1022.
Davis, F. D., & Venkatesh, V. (1996). A critical assessment of potential measurement biases in the technology acceptance model: three experiments. International Journal of Human-Computer Studies, 45(1), 19-45.
De Klerk, S., Veldkamp, B. P., & Eggen, T. J. H. M. (2015). Psychometric analysis of the performance data of simulation-based assessment: A systematic review and a Bayesian network example. Computers and Education, 85, 23-34. https://doi.org/10.1016/j.compedu.2014.12.020.
De Smet, C., Bourgonjon, J., De Wever, B., Schellens, T., & Valcke, M. (2012). Researching instructional use and the technology acceptation of learning management systems by secondary school teachers. Computers & Education, 58(2), 688-696. https://doi.org/10.1016/j.compedu.2011.09.013.
Fan, Y. C., Wang, T. H., & Wang, K. H. (2011). A Web-based model for developing assessment literacy of secondary in-service teachers. Computers & Education, 57(2), 1727-1740. https://doi.org/10.1016/j.compedu.2011.03.006.
Gorozidis, G., & Papaioannou, A. G. (2014). Teachers’ motivation to participate in training and to implement innovations. Teaching and Teacher Education, 39, 1-11. https://doi.org/10.1016/j.tate.2013.12.001.
Graham, P. (2005). Classroom-based assessment: Changing knowledge and practice through preservice teacher education. Teaching and Teacher Education, 21(6), 607-621. https://doi.org/10.1016/j.tate.2005.05.001.
Hart, L. C. (2002). Preservice teachers’ beliefs and practice after participating in an integrated content/methods course. School Science and Mathematics, 102(1), 4-14. https://doi.org/10.1111/j.1949-8594.2002.tb18191.x.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: Guilford Press.
Kriek, J., & Stols, G. (2010). Teachers’ beliefs and their intention to use interactive simulations in their classrooms. South African Journal of Education, 30(3), 439-456.
Kuo, C. Y., & Wu, H. K. (2013). Toward an integrated model for designing assessment systems: An analysis of the current status of computer-based assessments in science. Computers and Education, 68, 388-403. https://doi.org/10.1016/j.compedu.2013.06.002.
Lay, J. G., Chi, Y. L., Hsieh, Y. S., & Chen, Y. W. (2013). What influences geography teachers’ usage of geographic information systems? A structural equation analysis. Computers & Education, 62, 191-195. https://doi.org/10.1016/j.compedu.2012.10.014.
Lee, H., Feldman, A., & Beatty, I. D. (2012). Factors that Affect Science and Mathematics Teachers’ Initial Implementation of Technology-Enhanced Formative Assessment Using a Classroom Response System. Journal of Science Education and Technology, 21(5), 523-539. https://doi.org/10.1007/s10956-011-9344-x.
Liu, S. H. (2012). A multivariate model of factors influencing technology use by preservice teachers during practice teaching. Educational Technology & Society, 15(4), 137-149. https://www.jstor.org/stable/jeductechsoci.15.4.137.
Loogma, K., Kruusvall, J., & Umarik, M. (2012). E-learning as innovation: Exploring innovativeness of the VET teachers’ community in Estonia. Computers & Education, 58(2), 808-817. https://doi.org/10.1016/j.compedu.2011.10.005.
Lyon, E. G. (2011). Beliefs, Practices, and Reflection: Exploring a Science Teacher’s Classroom Assessment Through the Assessment Triangle Model. Journal of Science Teacher Education, 22(5), 417-435. https://doi.org/10.1007/s10972-011-9241-4.
Ogan-Bekiroglu, F. (2009). Assessing assessment: Examination of pre-service physics teachers’ attitudes towards assessment and factors affecting their attitudes. International Journal of Science Education, 31(1), 1-39. https://doi.org/10.1080/09500690701630448.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307.
Pintó, R. (2005). Introducing curriculum innovations in science: Identifying teachers’ transformations and the design of related teacher education. Science Education, 89(1), 1-12. https://doi.org/10.1002/sce.20039.
Pynoo, B., Devolder, P., Tondeur, J., van Braak, J., Duyck, W., & Duyck, P. (2011). Predicting secondary school teachers’ acceptance and use of a digital learning environment: A cross-sectional study. Computers in Human Behavior, 27(1), 568-575. https://doi.org/10.1016/j.chb.2010.10.005.
Quellmalz, E. S., Timms, M. J., Silberglitt, M. D., & Buckley, B. C. (2012). Science assessments for all: Integrating science simulations into balanced state science assessment systems. Journal of Research in Science Teaching, 49(3), 363-393. https://doi.org/10.1002/tea.21005.
Rokeach, M. (1968). Beliefs, attitudes and values: A theory of organization and change. San Francisco, CA: Jossey-Bass.
Sanchez, R. A., & Hueros, A. D. (2010). Motivational factors that influence the acceptance of Moodle using TAM. Computers in Human Behavior, 26(6), 1632-1640. https://doi.org/10.1016/j.chb.2010.06.011.
Sassi, E., Monroy, G., & Testa, I. (2005). Teacher training about real-time approaches: Research-based guidelines and training materials. Science Education, 89(1), 28-37. https://doi.org/10.1002/sce.20041.
Smarkola, C. (2008). Efficacy of a planned behavior model: Beliefs that contribute to computer usage intentions of student teachers and experienced teachers. Computers in Human Behavior, 24(3), 1196-1215. https://doi.org/10.1016/j.chb.2007.04.005.
Stylianidou, F., Boohan, R., & Ogborn, J. (2005). Science teachers’ transformations of the use of computer modeling in the classroom: Using research to inform training. Science Education, 89(1), 56-70. https://doi.org/10.1002/sce.20043.
Taylor, S., & Todd, P. A. (1995). Understanding information technology usage: A test of competing models. Information Systems Research, 6(2), 144-176. https://doi.org/10.1287/isre.6.2.144.
Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57(4), 2432-2440. https://doi.org/10.1016/j.compedu.2011.06.008.
Teo, T., & Noyes, J. (2011). An assessment of the influence of perceived enjoyment and attitude on the intention to use technology among pre-service teachers: A structural equation modeling approach. Computers & Education, 57(2), 1645-1653. https://doi.org/10.1016/j.compedu.2011.03.002.
van der Schaaf, M. F., Stokking, K. M., & Verloop, N. (2008). Teacher beliefs and teacher behaviour in portfolio assessment. Teaching and Teacher Education, 24(7), 1691-1704. https://doi.org/10.1016/j.tate.2008.02.021.
van Driel, J. H., Bulte, A. M. W., & Verloop, N. (2005). The conceptions of chemistry teachers about teaching and learning in the context of a curriculum innovation. International Journal of Science Education, 27(3), 303-322. https://doi.org/10.1080/09500690412331314487.
Venkatesh, V., Morris, M. G., & Davis, G. B. (2003). User acceptance of information technology: toward a unified View. MIS Quarterly, 27(3), 425-478. https://doi.org/10.2307/30036540.
Viennot, L., Chauvet, F., Colin, P., & Rebmann, G. (2005). Designing strategies and tools for teacher training: The role of critical details, examples in optics. Science Education, 89(1), 13-27. https://doi.org/10.1002/sce.20040.
Wallace, C. S., & Priestley, M. (2011). Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio-cultural perspective on professional development and change. Journal of Curriculum Studies, 43(3), 357-381. https://doi.org/10.1080/00220272.2011.563447.
Wang, T. H., Wang, K. H., & Huang, S. C. (2008). Designing a Web-based assessment environment for improving pre-service teacher assessment literacy. Computers & Education, 51(1), 448-462. https://doi.org/10.1016/j.compedu.2007.06.010.
Wang, T. I., Su, C. Y., & Hsieh, T. C. (2011). Accumulating and visualising tacit knowledge of teachers on educational assessments. Computers & Education, 57(4), 2212-2223. https://doi.org/10.1016/j.compedu.2011.06.018.
Wengrowicz, N. (2014). Teachers’ pedagogical change mechanism – Pattern of structural relations between teachers’ pedagogical characteristics and teachers’ perceptions of transactional distance (TTD) in different teaching environments. Computers & Education, 76, 190-198. https://doi.org/10.1016/j.compedu.2014.03.020.
Wu, H. K., Hsu, Y. S., & Hwang, F. K. (2008). Factors affecting teachers' adoption of technology in classrooms: Does school size matter? International Journal of Science and Mathematics Education, 6(1), 63-85. https://doi.org/10.1007/s10763-006-9061-8.
Zacharia, Z. (2003). Beliefs, attitudes, and intentions of science teachers regarding the educational use of computer simulations and inquiry-based experiments in physics. Journal of Research in Science Teaching, 40(8), 792-823. https://doi.org/10.1002/tea.10112.

How to cite this article

Vancouver

Chien SP, Wu HK, Wu PH. Teachers’ Beliefs About, Attitudes Toward, and Intention to Use Technology-Based Assessments: a Structural Equation Modeling Approach. EURASIA J Math Sci Tech Ed. 2018;14(10):em1594. https://doi.org/10.29333/ejmste/93379

APA

Chien, S.-P., Wu, H.-K., & Wu, P.-H. (2018). Teachers’ Beliefs About, Attitudes Toward, and Intention to Use Technology-Based Assessments: a Structural Equation Modeling Approach. Eurasia Journal of Mathematics, Science and Technology Education, 14(10), em1594. https://doi.org/10.29333/ejmste/93379

AMA

Chien SP, Wu HK, Wu PH. Teachers’ Beliefs About, Attitudes Toward, and Intention to Use Technology-Based Assessments: a Structural Equation Modeling Approach. EURASIA J Math Sci Tech Ed. 2018;14(10), em1594. https://doi.org/10.29333/ejmste/93379

Chicago

Chien, Sung-Pei, Hsin-Kai Wu, and Pai-Hsing Wu. "Teachers’ Beliefs About, Attitudes Toward, and Intention to Use Technology-Based Assessments: a Structural Equation Modeling Approach". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 10 (2018): em1594. https://doi.org/10.29333/ejmste/93379

Harvard

Chien, S.-P., Wu, H.-K., and Wu, P.-H. (2018). Teachers’ Beliefs About, Attitudes Toward, and Intention to Use Technology-Based Assessments: a Structural Equation Modeling Approach. Eurasia Journal of Mathematics, Science and Technology Education, 14(10), em1594. https://doi.org/10.29333/ejmste/93379

MLA

Chien, Sung-Pei et al. "Teachers’ Beliefs About, Attitudes Toward, and Intention to Use Technology-Based Assessments: a Structural Equation Modeling Approach". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 10, 2018, em1594. https://doi.org/10.29333/ejmste/93379