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Adoption of online mathematics learning in Ugandan government universities during the COVID-19 pandemic: pre-service teachers’ behavioural intention and challenges

In the wake of COVID-19, higher education institutions worldwide were forced to continue teaching and learning through online means. However, it was only during the pandemic that institutions in Uganda, such as Kabale University, embraced online learning. Against this background, one could not predi...

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Autores principales: Kansiime, Geofrey, Batiibwe, Marjorie Sarah Kabuye
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer International Publishing 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10098994/
https://www.ncbi.nlm.nih.gov/pubmed/37073256
http://dx.doi.org/10.1007/s44217-023-00035-0
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author Kansiime, Geofrey
Batiibwe, Marjorie Sarah Kabuye
author_facet Kansiime, Geofrey
Batiibwe, Marjorie Sarah Kabuye
author_sort Kansiime, Geofrey
collection PubMed
description In the wake of COVID-19, higher education institutions worldwide were forced to continue teaching and learning through online means. However, it was only during the pandemic that institutions in Uganda, such as Kabale University, embraced online learning. Against this background, one could not predict how students drastically adapted to the new normal, especially in mathematics, which requires a lot of practice. Thus, this study sought to establish the relationship between behavioural intention to use technology and the adoption of online mathematics learning among pre-service teachers at Kabale University. We conceptualized behavioural intention to use technology according to the Unified Theory of Acceptance and Use of Technology (UTAUT) as comprising four factors: performance expectancy, effort expectancy, facilitating conditions, and social influence. This mixed methods study followed a cross-sectional correlational survey and hermeneutic phenomenological research designs. We collected data from 140 pre-service mathematics teachers, who were sampled using stratified and simple random sampling techniques, through a self-administered questionnaire. Also, we collected qualitative data through nine face-to-face interviews of pre-service mathematics teachers using criterion sampling, where the most prominent criterion was the participant's experience with the phenomenon under study. Using Pearson’s linear correlation, results showed that all UTAUT constructs were related to the adoption of online learning. Simple linear regression revealed that facilitating conditions were the strongest predictor. Furthermore, the narrative analysis indicated that, among others, a lack of technological knowledge hindered learners’ effective participation in online mathematics lectures. Therefore they barely benefited from online learning. Thus, we recommend government universities enhance teachers’ and learners’ technological knowledge, among other facilitating conditions such as establishing strong on-campus Wi-Fi connections as online learning continues.
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spelling pubmed-100989942023-04-14 Adoption of online mathematics learning in Ugandan government universities during the COVID-19 pandemic: pre-service teachers’ behavioural intention and challenges Kansiime, Geofrey Batiibwe, Marjorie Sarah Kabuye Discov Educ Research In the wake of COVID-19, higher education institutions worldwide were forced to continue teaching and learning through online means. However, it was only during the pandemic that institutions in Uganda, such as Kabale University, embraced online learning. Against this background, one could not predict how students drastically adapted to the new normal, especially in mathematics, which requires a lot of practice. Thus, this study sought to establish the relationship between behavioural intention to use technology and the adoption of online mathematics learning among pre-service teachers at Kabale University. We conceptualized behavioural intention to use technology according to the Unified Theory of Acceptance and Use of Technology (UTAUT) as comprising four factors: performance expectancy, effort expectancy, facilitating conditions, and social influence. This mixed methods study followed a cross-sectional correlational survey and hermeneutic phenomenological research designs. We collected data from 140 pre-service mathematics teachers, who were sampled using stratified and simple random sampling techniques, through a self-administered questionnaire. Also, we collected qualitative data through nine face-to-face interviews of pre-service mathematics teachers using criterion sampling, where the most prominent criterion was the participant's experience with the phenomenon under study. Using Pearson’s linear correlation, results showed that all UTAUT constructs were related to the adoption of online learning. Simple linear regression revealed that facilitating conditions were the strongest predictor. Furthermore, the narrative analysis indicated that, among others, a lack of technological knowledge hindered learners’ effective participation in online mathematics lectures. Therefore they barely benefited from online learning. Thus, we recommend government universities enhance teachers’ and learners’ technological knowledge, among other facilitating conditions such as establishing strong on-campus Wi-Fi connections as online learning continues. Springer International Publishing 2023-04-13 2023 /pmc/articles/PMC10098994/ /pubmed/37073256 http://dx.doi.org/10.1007/s44217-023-00035-0 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Research
Kansiime, Geofrey
Batiibwe, Marjorie Sarah Kabuye
Adoption of online mathematics learning in Ugandan government universities during the COVID-19 pandemic: pre-service teachers’ behavioural intention and challenges
title Adoption of online mathematics learning in Ugandan government universities during the COVID-19 pandemic: pre-service teachers’ behavioural intention and challenges
title_full Adoption of online mathematics learning in Ugandan government universities during the COVID-19 pandemic: pre-service teachers’ behavioural intention and challenges
title_fullStr Adoption of online mathematics learning in Ugandan government universities during the COVID-19 pandemic: pre-service teachers’ behavioural intention and challenges
title_full_unstemmed Adoption of online mathematics learning in Ugandan government universities during the COVID-19 pandemic: pre-service teachers’ behavioural intention and challenges
title_short Adoption of online mathematics learning in Ugandan government universities during the COVID-19 pandemic: pre-service teachers’ behavioural intention and challenges
title_sort adoption of online mathematics learning in ugandan government universities during the covid-19 pandemic: pre-service teachers’ behavioural intention and challenges
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10098994/
https://www.ncbi.nlm.nih.gov/pubmed/37073256
http://dx.doi.org/10.1007/s44217-023-00035-0
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