MATHEMATICS TEACHERS’ ACCEPTANCE OF ICT IN TEACHING AND LEARNING: AN EXTENDED TECHNOLOGY ACCEPTANCE MODEL

The research sought to assess mathematics teachers’ acceptance of Information and Communication Technology (ICT) integration into teaching learning at the secondary schools. This study was a cross-sectional survey that gathered data with structured questionnaire. population (core elective) teachers schools within Ashanti region Ghana. Purposive sampling used select from 41 in region. In all, there were 207 usable questionnaires for study. Structural Equation Modelling (SEM) run Amos (v.23) estimate path coefficients various hypotheses, using Acceptance Model (TAM). established perceived ease use predicted both usefulness attitude towards use; behavioral intention; technology intention adopt learning, while also actual usage ICT mathematics. As an extension original TAM, found school related factors as percussor use. Similarly, training greatly influence Keywords: ICT, education, structural equation modelling, model