Influence of gender and computer teaching efficacy on computer acceptance among Malaysian student teachers: An extended technology acceptance model

  • Kung-Teck Wong Sultan Idris Education University
  • Timothy Teo University of Auckland
  • Sharon Russo University of South Australia

Abstract

The purpose of this study is to validate the technology acceptance model (TAM) in an educational context and explore the role of gender and computer teaching efficacy as external variables. From the literature, it appeared that only limited studies had developed models to explain statistically the chain of influence of computer teaching efficacy and gender on the intention of student teachers to use computers. A total of 302 student-teachers completed the questionnaire measuring their responses to computer teaching efficacy (CTE), perceived usefulness (PU), perceived ease of use (PEU), attitude toward computer use (ATCU), and behavioural intention (BI). Structural equation modelling (SEM) was used as the main technique for data analysis. The findings from this study suggest that the model was adequately explained by the data. Overall, the model accounted for 36.8% of the variance in intention to use computers among student teachers. The results have also provided support for computer teaching efficacy and gender as significant variables in the TAM. Finally, the implications for theory development, practices, and policy making are discussed.

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Author Biographies

Timothy Teo, University of Auckland
Associate Professor, University of Auckland
Sharon Russo, University of South Australia
Senior Lecturer, University of South Australia
Published
2012-08-28
How to Cite
Wong, K.-T., Teo, T., & Russo, S. (2012). Influence of gender and computer teaching efficacy on computer acceptance among Malaysian student teachers: An extended technology acceptance model. Australasian Journal of Educational Technology, 28(7). https://doi.org/10.14742/ajet.796