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On the Factors Affecting the Adoption of ICT for the Teaching of Word Problems
Abstract. —The aim of this paper is to examine factors affecting the adoption of ICT for the teaching of word problems. This aim is achieved within the theoretical framework of the Technology Acceptance Model (TAM) by the quantitative analysis of data collected from a questionnaire based survey of 102 foundation phase teachers (grades 2, 3, & 4). These teachers were selected from 36 schools from the KwaZulu Natal province of South Africa. According to the statistical and descriptive analysis of the survey data, teachers’ awareness of ICT, their attitude towards ICT, their perceptions on the usefulness and on the ease-of-use of ICT are moderate; but their level of adoption of ICT for the teaching of word problems is generally low. The inferential statistical analysis of these variables also shows that all the above listed factors significantly influence the adoption of ICT for the teaching of word problems. In addition, this research found that among the teachers that are aware of the general importance of ICT in teaching, there are higher levels of ICT adoption for the teaching of word problems in urban areas compared to rural areas. The novelty of this study can mainly be credited to its focus on the teaching of word problems compared to existing literature usually concerned with ICT adoption factors either for the teaching of mathematics in general, or for general teaching.
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