Evaluating the Technology Acceptance Model for Measuring Student Attitudes Toward Educational Tools in Gateway Math Classes at Community Colleges
StudenT engagement and persistence in gateway math classes remain challenges in STEM pathways, particularly in technology-mediated learning environments. This study evaluates the suitability of the Technology Acceptance Model (TAM) for measuring community college students’ attitudes toward technology tools used in online math classes. Survey and institutional data were collected from over 150 undergraduate students enrolled in online math courses at a community college. Using validated instruments grounded in the TAM and the Computer Attitude Questionnaire, the study examined perceived usefulness, perceived ease of use, and confidence as predictors of engagement and persistence. Results indicate that perceived usefulness was the strongest predictor of engagement, while perceived ease of use and confidence were significantly associated with persistence outcomes. Overall, students reported positive attitudes toward technology-supported instruction, with variability across learners. Such findings highlight the value of technology acceptance measures for understanding persistence mechanisms and informing instructional practices in community college mathematics.
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