An Empirical Evidence of Geometers’ Sketchpad Acceptance
Zaihisma Che Cob1, Nor’ ashikin Ali2, Rohaini Ramli3
1Zaihisma Che Cob*, College of Computing and Informatics, University Tenaga Nasional, Jalan IKRAM-UNITEN, Kajang, Selangor.
2Nor’ashikin Ali, College of Computing and Informatics, University Tenaga Nasional, Jalan IKRAM-UNITEN, Kajang, Selangor.
3Rohaini Ramli, College of Computing and Informatics, University Tenaga Nasional, Jalan IKRAM-UNITEN, Kajang, Selangor.
Manuscript received on September 10, 2019. | Revised Manuscript received on September 22, 2019. | Manuscript published on October 30, 2019. | PP: 3436-3439 | Volume-9 Issue-1, October 2019 | Retrieval Number: A2651109119/2019©BEIESP | DOI: 10.35940/ijeat.A2651.109119
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The integration of educational technology such as geometer’s sketchpad into school curriculum has been seen as a means in supporting teaching and learning innovation. However, the potential gains are not fully realized from the use of geometer’s sketchpad due to some lack of acceptance. To examine the factors influencing the intention of secondary teachers to use geometer’s sketchpad in their mathematics education, this study developed the research model using the constructs derived from Unified Theory of Acceptance and the Use of Technology (UTAUT). Based on the data gathered from teachers in secondary schools in Selangor and analysed using partial least square approach, it was found that infrastructure support and system quality affect teachers’ intention to use geometer’s sketchpad. Thus, infrastructure support and system quality should be enhanced to sustain use of geometer’s sketchpad.
Keywords: Geometer Sketchpad (GSP), Success Model, Structural Equation Modelling.