Factors Influencing the Behavioural Intention To Use Mobile Technologies By Pre-Service Mathematics Teachers In Colleges Of Education, Niger State, Nigeria

Abstract

Despite the increasing adoption of mobile technologies in Nigerian colleges of education, there is a need to address the factors influencing the behavioural intention of pre-service mathematics teachers towards their use. Thus, this study aims to investigate the determinants of behavioural intention to use mobile technologies among pre-service mathematics teachers in colleges of education in Niger State, Nigeria. Utilizing the Unified Theory of Acceptance and Use of Technology (UTAUT-2), this research seeks to provide insights into the adoption and utilization of mobile technologies for learning purposes by this specific group of educators. The study employed a descriptive survey design involving 321 pre-service mathematics teachers enrolled in colleges of education in Niger State. The majority of participants were male, constituting 60.4% of the sample. Hypothesized relationships were examined using the AMOS structural equation model. Results indicated that all constructs demonstrated satisfactory levels of reliability and validity, with composite reliability (Cα) and construct reliability (CR) exceeding 0.7 and average variance extracted (AVE) surpassing 0.5. The extension of the Unified Theory of Acceptance and Use of Technology Model provided a robust framework for understanding the behavioural intention of pre-service mathematics teachers towards mobile technology, indicating good explanatory power in the context of the study. Although effort expectancy had a surprisingly insignificant effect on pre-service mathematics teachers' behavioural intention of mobile technology, Performance expectancy, social influence, hedonic motivation, price, and facilitating conditions with (β = 0.23, p < .001), (β = 0.41, p < .001), (β = -0.34, p < 0.001), (β = 0.21, p < 0.001), and (β = -0.34, p < 0.001), respectively.