An Extended UTAUT Model of E-Learning Resource Adoption Among Mathematics Teachers

Authors

  • Christine Joy Bestudio (1) Graduate School at Danao Campus, Cebu Technological University, Sabang, Danao City, Cebu, 6004, Philippines (2) Assistant Language Teacher (ALT), Oarai Town Minami Elementary School, Onukicho, Oarai Town, Higashiibaraki District, Ibaraki Prefecture, Japan
  • Gesselle Batucan Danao City Division, Department of Education, Danao City, Cebu, 6004, Philippines https://orcid.org/0000-0003-1315-6111
  • Masza Lyn Milano Department of Mathematics Education, Graduate Studies, Cebu Normal University https://orcid.org/0000-0003-0872-8154

Keywords:

e-Learning, Perceived Risks, Personal Innovativeness, Self-efficacy, Structural Equation Modeling, UTAUT

Abstract

The study examines e-learning resource adoption in mathematics education using the extended Unified Theory of Acceptance and Use of Technology model, including personal innovativeness, perceived risks, and e-learning self-efficacy. Data from 282 pre-service and in-service mathematics teachers in Philippines were analyzed using Covariance-Based Structural Equation Modeling to explore their intentions to integrate e-learning resources in teaching. Results showed that personal innovativeness positively influences effort expectancy and performance expectancy, indicating that innovative teachers find e-learning tools easier and more useful. e-learning self-efficacy enhances social influence and facilitating conditions, while performance expectancy and facilitating conditions are the strongest drivers of behavioral intention. Social influence shows an inverse relationship, suggesting more independent adoption decisions. Demographic factors such as age, respondent type, and teaching experience significantly moderate technology adoption behavior. In-service teachers are more influenced by ease and usefulness, while facilitating conditions and social influence matter more for pre-service teachers. The main takeaway from this paper is that improving digital competence, fostering teaching innovation, and strengthening technological infrastructure are key to promoting e-learning adoption in mathematics education.

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Published

2026-02-06

How to Cite

Bestudio, C. J. ., Batucan, G. ., & Milano, M. L. (2026). An Extended UTAUT Model of E-Learning Resource Adoption Among Mathematics Teachers. Magister - Journal of Educational Research, 5(1), 01–35. Retrieved from http://errc.ctu.edu.ph/ojs/index.php/magister/article/view/90

Issue

Vol. 5 No. 1 (2026): January to June 2026

Section

Articles

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Copyright (c) 2026 Magister - Journal of Educational Research

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