Mobile Technology Acceptance Scale for Learning Mathematics: Development, Validity, and Reliability Studies

Abstract

The purpose of this study is to develop a valid, reliable, and useful scale to measure high school students’ levels of acceptance of mobile technologies in learning mathematics based on the second version of the unified theory of acceptance and use of technology (UTAUT2) model. The study was designed based on a sequential exploratory mixed-method research design. To this end, both qualitative (interviews with students, review of literature, and expert panel evaluation) and quantitative procedures (Lawshe content validity technique, exploratory and confirmatory factor analysis, convergent validity, discriminant validity, nomological validity, criterion validity, internal consistency reliability, and temporal reliability) were used to develop and validate the Mobile Technology Acceptance Scale for Learning Mathematics (m-TASLM). As a result, a 5-point Likert scale with 36 items grouped under 8 factors was developed and confirmed. Both validity and reliability studies yielded favorable results.

The Investigation of the Secondary School Students' Acceptance Levels of Flipped Mathematics Classroom

“…On the other hand, students' readiness for flipped classrooms is also considered important in their acceptance of flipped classrooms (Hao, 2016b). Açıkgül and Fırat (2023) also determined that secondary school students' readiness for flipped mathematics classrooms was at a good level.…”

“…Confirmatory Factor Analysis (CFA) results showed that the 6-factor structure was confirmed in a different study group. Cronbach's alpha and Composite Reliability Coefficients showed that the scores obtained from the scale were reliable (Açıkgül & Fırat, 2023).…”

“…The Flipped Mathematics Classroom Acceptance Scale was developed by the Açıkgül and Fırat (2023) to measure secondary school students' acceptance levels of flipped mathematics classrooms. During the scale development process, the pilot study was carried out with the participation of secondary school students (5th-8th grades) studying in the city of Adıyaman.…”

The Use of Activity, Classroom Discussion, and Exercise (ACE) Teaching Cycle for Improving Students’ Engagement in Learning Elementary Linear Algebra

“…The purpose of this research was to improve teaching and learning mathematics in higher education in Indonesia. One of the issues that have been encountered in education in Indonesia are the low level of students' engagement in learning mathematics (Açıkgül & Şad, 2020(Açıkgül & Şad, , 2021Casinillo et al, 2020;Fuentes-Cabrera et al, 2020;Mainali, 2021;Mazana et al, 2019;Mulenga & Marbán, 2020;Rohaizati, 2020). As a mathematics lecturer at State University of Padang, author also found that this issue have become major problems of my teaching practice.…”

Mobile learning in mathematics education: A systematic literature review of empirical research

“…Many new mathematical tasks can appear in this mobile learning context. They offer new possibilities for accessing mathematics knowledge and skills in a manner more exciting and suitable for children born in the tech boom (Acikgul & Sad, 2020). Thus, teaching mathematics in the 21 st century can overcome the constraints of traditional teaching in the previous centuries, for example, learning space, time, interaction, and connection (Meletiou-Mavrotheris et al, 2019).…”