Perceived Resources and Technology Acceptance Model (PRATAM): Students’ Acceptance of e-Learning in Mathematics

Abstract

The methods of teaching in class are also affected with the rise of technology used in education. The lecturer or instructor may want to use innovative ways of teaching to capture the students’ attention and to make the learning process become more enjoyable and effective. Therefore, this study was carried out with the objective to identify the factors that influence students’ behaviour of adopting e-learning especially in the subject of mathematics based on Perceived Resources and Technology Acceptance Model (PRATAM). The technology used includes Massive Open Online Course (MOOC) and Learning Management System (LMS). Questionnaires were used to collect data from one hundred and nine precalculus students. Quantitative data were analyzed using structural equation modelling (SEM). Perceived resource has a positive direct effect on perceived ease of use, behavioural intention to use, attitude towards using and behavioural intention to use. Perceived ease of use will have a positive direct effect on perceived usefulness; attitude will have a positive direct effect on behavioural intention to use which will have positive direct effect on actual system use. Perceived resource is the most significant factor for students’ acceptance of e-learning in mathematics.