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 (CAQ, PU, PEU) with strong internal consistency (α = .83–.91) and excellent model fit (CFI = 0.995, RMSEA = 0.065), 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.
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