Predicting the Perceived Usefulness of eBook among Mathematics Teachers

Abstract

The introducing of the one-to-one eBook for each students were said to be an important move to encourage technology integration in mathematics classrooms. This study sets out to examine the perceived usefulness of the eBook among Mathematics teachers, where the affects of four predictors, namely the critical mass, learning opportunities, facilitating conditions and personal innovativeness were assessed. Using validated questionnaires, a survey was conducted involving 304 mathematics teachers. Structural Equation Modeling (SEM) was used to analyse the data obtained. The result showed that 62.6% of variance of perceived usefulness was explained by the four exogenous variables. Critical mass, learning opportunities and facilitating conditions were found to significantly affecting perceived usefulness while the personal innovativeness did not.