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All Journal Union: Jurnal Ilmiah Pendidikan Matematika International Journal of Mathematics and Mathematics Education (IJMME)
Aabeyir, Boniface
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Education Mathematics

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Technology Acceptance and Self-Directed Learning: Mediation Role of Positive Emotions, Learning Motivation and Technological Self-Efficacy Aabeyir, Boniface; Aabeyir, Raymond; Amoako, Samuel; Ohene Boateng, Francis
International Journal of Mathematics and Mathematics Education (IJMME) Vol. 3 No. 1 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v3i1.1178

Abstract

This study investigated the relationship between technology acceptance and self-directed learning among students in the colleges of education in the Ashanti region of Ghana, with a focus on the mediating roles of positive emotions, learning motivation, and technological self-efficacy. With a sample of 237 students and employing Smart Partial Least Squares Structural Equation Modelling, the study revealed that technology acceptance positively influenced technological self-efficacy, learning motivation and positive emotions. The study also indicated that technological self-efficacy and learning motivation insignificantly predicted students’ self-directed learning, while positive emotions significantly predicted students’ self-directed learning. The analysis identified learning motivation and technological self-efficacy as insignificant mediators in this relationship, but positive emotions positively and significantly mediated the relationship. It is recommended that the Colleges of Education in Ghana should focus on increasing student's confidence in their technological abilities through targeted training programmes and support resources.
Technology acceptance and students’ attitude towards technology-based self-directed learning: The mediation effect of technological self-efficacy and learning motivation Aabeyir, Boniface; Boateng, Francis Ohene
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.19533

Abstract

The study investigated how students at three public colleges of education in the Ashanti Region perceive and engage with technology-driven self-directed learning. Specifically, it examined the interconnections among technology acceptance, technological self-efficacy, learning motivation, and attitudes towards technology-based self-directed learning. The study also investigated the mediating role of technological self-efficacy between technology acceptance and learning motivation, as well as the mediating role of learning motivation between technological self-efficacy and attitudes towards technology-based self-directed learning. Additionally, it explored the combined mediation effect of both technological self-efficacy and learning motivation on the relationship between technology acceptance and attitudes towards technology-based self-directed learning in mathematics. Using structural equation modeling (SEM) with 237 purposefully selected participants, the findings revealed several insights. First, there was no significant direct relationship between technology acceptance and attitudes towards technology-based self-directed learning. Second, technological self-efficacy did not significantly influence attitudes towards technology-based self-directed learning independently. However, learning motivation was found to significantly impact students' attitudes towards technology-based self-directed learning. Furthermore, the study indicated that technological self-efficacy partially mediated the relationship between technology acceptance and learning motivation. Crucially, both technological self-efficacy and learning motivation together significantly mediated the relationship between technology acceptance and attitudes towards technology-based self-directed learning. Based on these findings, the study recommended that educators guide students by providing access to user-friendly and beneficial technological tools. This approach aims to inspire and motivate students to effectively participate in independent learning using technology.
Co-Authors Aabeyir, Raymond Amoako, Samuel Boateng, Francis Ohene Ohene Boateng, Francis