http://errc.ctu.edu.ph/ojs/index.php/magister/issue/feed 2026-02-06T00:00:00+00:00 Open Journal Systems <p>The <strong>Magister-Journal of Educational Research</strong> (M-JER) is an esteemed, peer-reviewed journal published bi-annually by the Educational Research and Resource Center (ERRC) of Cebu Technological University, a state-owned Higher Education Institution in Cebu, Philippines. The journal features original articles, reviews, and case studies that focus on various aspects of educational sciences. It serves as a platform for researchers, scientists, practitioners, educational leaders, and policy-makers to exchange knowledge and ideas on topics such as educational management, pedagogy, curriculum development, innovative teaching and learning strategies, digital transformation in education, global and inclusive education practices, educational psychology and assessment, and emerging trends in educational research. With a commitment to academic excellence and rigorous research standards, M-JER promotes advancing knowledge and innovation in education. The journal is open-access and does not collect any<em> article processing charges</em>, making it an accessible and valuable resource for academics and researchers worldwide.</p> http://errc.ctu.edu.ph/ojs/index.php/magister/article/view/90 2025-09-13T03:04:59+00:00 Christine Joy Bestudio cjbestudio085@gmail.com Gesselle Batucan gesselle.batucan@deped.gov.ph Masza Lyn Milano maszamilano@gmail.com

<p>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.</p>

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