Grade 12 learners’ receptiveness to Siyavula Education Application in the context of learning of Mathematics
The purpose of this study was to examine the factors that affect Grade 12 learners’ receptiveness of the Siyavula Education Application (SEA) in the learning of mathematics. The study was conducted at uMhlathuze circuits schools, King Cetshwayo District in South Africa. The research used a quantitative approach, in which quantitative data were collected using a questionnaire. To collect data, this study adopted stratified random sampling with equal allocation to select respondents. A representative sample was of 300 participants from a population of 673 Grade 12 learners. A total of 272 participants successfully completed and returned the questionnaires, yielding a response rate of 91%. The study employed the technologyacceptance model (TAM) as its theoretical framework. The study proposed and evaluated the SEATAM, that gives a wide overview of all the factors that affect the actual use of SEA. The SEATAM had eight constructs, namely perceived accessibility (PA), perceived social influence (PSI), perceived skills readiness (PSR), computer self-efficacy (CSE), perceived usefulness (PU), perceived ease of use (PEOU), attitudes towards using (ATT) and actual use (AU). The factor analysis was used to analyse the data generated from the survey, with the help of PLS-SEM, using smartPLS software version 3.0. The results indicated that, out of 15 hypotheses that were tested, only five path coefficients are not statistically significant; the rest of the 10 hypotheses were statistically significant, which indicates that most of the model variables were appropriate. To all identified construct for this study, the SEATAM model explained 74.6% of explanatory power, which indicates that the developed model is valid, robust, and suitable for use by stakeholders. The results also show that PU (61.6%) and ATT (61.95) constructs contributed more to actual usage of SEA.
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