PROFESSIONAL PRESENTATIONS

Do you have a love of programming language? Learn how to bring math applications and expand your students’ thought processes via Octave. The focus of the session will be the use of the program in College Algebra. Methods for incorporating the program into your course will also be discussed.

Villalobos, O. (2023, November 17–20). Expand Student Learning via Programming [Poster session]. 49th AMATYC Annual Conference, Omaha, Nebraska, USA.

Explore the Tutor-Advisor-Professor Initiative's impact on online college algebra outcomes through a detailed statistical analysis. Moreover, discover how integrating programming software enhances learning, highlighting significant improvements in student success using data.

Villalobos, O., & Gamez, J. (2024, November 14–17). Assessing an Online Math Initiative with Programming Integration [Presentation]. 50th AMATYC Annual Conference, Atlanta, Georgia, USA.

This study examines community college math students’ attitudes toward technology by combining the Computer Attitude Questionnaire (CAQ) and the Technology Acceptance Model (TAM). Using data from 200 students, results showed strong reliability for TAM and acceptable reliability for CAQ, confirming a three-factor structure (CAQ, Perceived Usefulness, Perceived Ease of Use). No major differences appeared by age or course type, though males reported slightly higher computer confidence. Findings validate the CAQ–TAM framework as a reliable tool for assessing technology acceptance in math education.

Villalobos, O., & Gamez, J. (2025, September 25–28). Exploring Attitudes and Acceptance at Community Colleges: An Exploratory Factor Analysis of CAQ and TAM in Online Classes [Presentation]. Fall 2025 UNT Residency Meeting, Denton, Texas, USA.

The study examines college students’ confidence and anxiety toward educational technology tools such as MyOpenMath, MyLab Math, RStudio, and Python using the Computer Attitude Questionnaire (CAQ). Based on responses from 161 undergraduate math students, results show a reliable unidimensional structure with strong internal consistency. Male and online students reported slightly higher computer confidence, while age differences were minimal. The findings confirm the CAQ’s reliability for assessing technology attitudes in math education and recommend future confirmatory and longitudinal research on confidence and engagement.

Gamez, J., & Villalobos, O. (2025, November 1–3). ANALYZING THE SUITABILITY OF COMPUTER ATTITUDE QUESTIONNAIRE FOR MEASURING STUDENTS’ ATTITUDES TOWARDS TECHNOLOGY TOOLS USED IN MATHEMATICS EDUCATION [Presentation]. CELDA 2025, Porto, Portugal.

Integrating CAQ and TAM to Understand Technology Acceptance in Gateway Math Courses Taught at Community Colleges

This study explores how student confidence and technology acceptance interact to shape engagement and success in gateway math courses at community colleges. Grounded in the Technology Acceptance Model (TAM) and the Computer Attitude Questionnaire (CAQ), the research explores students' perceived usefulness, perceived ease of use, and confidence toward educational technologies such as online homework systems. A total of 500 student responses were collected and analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to evaluate construct validity and reliability. Furthermore, results revealed a clear three-factor structure with no significant differences observed across demographic groups. Additionally, findings provide evidence that TAM and CAQ can be effectively combined to better understand students' technology perceptions and guide the development of instructional strategies for online learning.

Gamez, J., Villalobos, O., Lee, Y., & Kinshuk. (2026, March 23–27). Integrating CAQ and TAM to understand technology acceptance in gateway math courses taught at community colleges [Presentation]. SITE 2026: Society for Information Technology & Teacher Education International Conference, Philadelphia, PA, United States.