Teachers’ Beliefs About, Attitudes Toward, and Intention to Use Technology-Based Assessments: a Structural Equation Modeling Approach

Sung Pei Chien, Hsin Kai Wu*, Pai Hsing Wu

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

12 Citations (Scopus)

Abstract

This study aimed at determining the relationships among teachers’ beliefs about, attitudes toward, and intention to use technology-based assessments (TBAs). These relationships were also compared among teachers with different degrees of usage. Based on the decomposed theory of planned behavior, this study collected questionnaire data from 494 high-school teachers who were classified into 3 groups: frequent users, occasional users, and nonusers. The results indicated that the models for the frequent and occasional users were similar, and confirmed the effects of attitude on the intention of teachers to use TBAs. However, perceived behavior control and subjective norms did not influence the intention of the included teachers.

Original languageEnglish
Pages (from-to)1-17
Number of pages17
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume14
Issue number10
DOIs
Publication statusPublished - 2018

Keywords

  • decomposed theory of planned behavior model
  • teacher beliefs
  • teacher education
  • technology-based assessments

ASJC Scopus subject areas

  • Education
  • Applied Mathematics

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