Teacher’s Intentions to Use GeoGebra in Teaching Mathematics: An Empirical Study to Validate Technology Acceptance Model in the Philippines

Abstract

This study used the Technology Acceptance Model (TAM) to identify factors affecting teachers' behavioral intention to use GeoGebra in teaching mathematics from a developing economy perspective. The present study tested the hypothesized relationships of the subjective norm among the core constructs of TAM. The model was tested using covariance-based structural equation modeling on a sample of 702 secondary mathematics teachers in the Philippines. The model testing revealed suitable fit measures supporting the eight hypothesized paths. The main results suggest that the teachers' attitude towards use has the most significant positive effect on behavioral intention. The research findings validate TAM to explain teachers' behavioral intention to use GeoGebra in teaching secondary school mathematics in a developing country like the Philippines. The implication of this research to policymakers suggests that teacher training programs aiming to enhance the skills in using technology in the classroom should focus on teachers' increasing behavioral intention to use, perceived usefulness, and attitude towards using software such as GeoGebra.