Abstract
Bring your own device (BYOD) policy implementation in schools worldwide has allowed students to learn subjects, including mathematics, using personal mobile devices (PMDs). PMD use has enhanced students’ mathematics enjoyment by bridging the gap between theoretical mathematics concepts and their practical applications, which makes mathematics more meaningful and leads to improved results. Nonetheless, students in Namibian basic education are not authorised to learn with PMDs in school. While students’ PMD use in school remains a topic of debate, there remains a need to investigate its impact on students’ mathematics learning and teachers’ perceptions of BYOD in mathematics classrooms. This study evaluated the perceptions and intentions of 209 Namibian mathematics teachers from the Omusati and Khomas regions regarding students’ mathematics learning using PMDs in schools. Data were collected through an online survey. A structural equation model revealed teachers’ positive intentions towards students’ use of PMDs through BYOD in learning mathematics in school. Perceived usefulness (PU), perceived ease of use (PEoU), and price value (PV) factors directly affected the teachers’ behavioural intentions (BI) towards students learning mathematics through BYOD. PEoU significantly affected teachers’ PU, and PV significantly affected teachers’ PEoU and PU. PU significantly mediated the relationship between PEoU and teachers’ intentions. PV significantly indirectly affected teachers’ intentions through PU. PEoU non-significantly mediated the PV and intention relationship. Practical implications are discussed, and recommendations are offered for the Namibian Ministry of Education, Arts and Culture and teacher training institutions.
Publisher
Eurasian Society of Educational Research
Subject
Pharmacology (medical),Complementary and alternative medicine,Pharmaceutical Science
Reference70 articles.
1. Aggarwal, D. (2018). Using the technology acceptance model to understand the use of bring your own device (BYOD) to classroom. Journal on Today’s Ideas – Tomorrow’s Technologies, 6(2), 83–91. https://doi.org/10.15415/jotitt.2018.62007
2. Alalwan, N., Cheng, L., Al-Samarraie, H., Yousef, R., Ibrahim Alzahrani, A., & Sarsam, S. M. (2020). Challenges and prospects of virtual reality and augmented reality utilization among primary school teachers: A developing country perspective. Studies in Educational Evaluation, 66, Article 100876. https://doi.org/10.1016/J.STUEDUC.2020.100876
3. Arifjanova, O. (2022). Byod (bring your own device) technology and mobile learning in teaching languages. Academic Research in Educational Sciences, 3(5), 1102–1105. https://bit.ly/3tPyg8V
4. Basto, M., & Pereira, J. M. (2012). An SPSS R-menu for ordinal factor analysis. Journal of Statistical Software, 46(4), 1–29. https://doi.org/10.18637/jss.v046.i04
5. Beneito, P., & Vicente-Chirivella, O. (2020). Banning mobile phones at schools: Effects on bullying and academic performance (Working paper No. 04/20). ERI-CES. https://www.erices.es/upload/workingpaper/99_99_0420.pdf