Acceptance’s model of on-line math assessments: perceptions from undergraduate social science students
Abstract
This study analyzes the effects of a group of factors that affecting the attitude, acceptance and intention to use on-line financial mathematics assessments on students on a distance education course for a School of Commerce and Management at the National Polytechnic Institute in Mexico. To understand these factors, we used the technology acceptance model (TAM), which has proven to be a theoretical model to determine the attitude and intention to use technology. For the analysis, the structural equations model was used to measure hypothetical variables. Results suggest that perceived ease of use and social influence are the main determinants of students' favorable attitude and acceptance to using on-line mathematics test; so, we can conclude that providing the students with the technological infrastructure and adequate technical support is very important, as well as keeping continuous and efficient communication from authorities and teachers to positively influence students’ attitude to use the platform.
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