Journal of Pedagogical Sociology and Psychology
Teachers' ICT attitudes: A structural equation modeling study in high school mathematics
Jacob Arhin 1 * , Yarhands Dissou Arthur 1, Joseph Frank Gordon 1, Ernest Frimpong Akosah 1
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1 Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Ghana
* Corresponding Author
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Journal of Pedagogical Sociology and Psychology, Online First, pp. 1-15

Article Type: Research Article

Published Online: 17 Jun 2025

Views: 1 | Downloads: 0

ABSTRACT
This study investigates the impact of Information and Communication Technology [ICT] integration on students' mathematics achievements, with an emphasis on the mediating role of teachers' ICT attitudes. Grounded in the Technology Acceptance Model [TAM], the research adopts a cross-sectional descriptive design. A combination of stratified random sampling and proportionate sampling techniques was used to select a sample of 500 mathematics teachers. Structural Equation Modeling was applied to analyze the relationships between ICT integration, teachers' attitudes towards ICT, and students' mathematics achievements. The findings reveal that ICT integration in the classroom has a significant positive effect on students' mathematics achievements. Moreover, the results confirm that teachers' ICT attitudes play a crucial mediating role in this relationship, enhancing the impact of ICT integration on student performance. Based on these findings, it is recommended that schools invest in professional development programs to improve teachers' ICT competencies and attitudes, ensuring more effective technology adoption in classrooms to optimize student outcomes in mathematics.       
KEYWORDS
ICT integration mathematics achievement mediating effects teachers’ attitude
In-text citation: (Arhin et al., 2025)
Reference: Arhin, J., Arthur, Y. D., Gordon, J. F., & Akosah, E. F. (2025). Teachers' ICT attitudes: A structural equation modeling study in high school mathematics. Journal of Pedagogical Sociology and Psychology.
In-text citation: (1), (2), (3), etc.
Reference: Arhin J, Arthur YD, Gordon JF, Akosah EF. Teachers' ICT attitudes: A structural equation modeling study in high school mathematics. Journal of Pedagogical Sociology and Psychology. 2025.
In-text citation: (1), (2), (3), etc.
Reference: Arhin J, Arthur YD, Gordon JF, Akosah EF. Teachers' ICT attitudes: A structural equation modeling study in high school mathematics. Journal of Pedagogical Sociology and Psychology. 2025.
In-text citation: (Arhin et al., 2025)
Reference: Arhin, Jacob, Yarhands Dissou Arthur, Joseph Frank Gordon, and Ernest Frimpong Akosah. "Teachers' ICT attitudes: A structural equation modeling study in high school mathematics". Journal of Pedagogical Sociology and Psychology (2025).
In-text citation: (Arhin et al., 2025)
Reference: Arhin, J., Arthur, Y. D., Gordon, J. F., and Akosah, E. F. (2025). Teachers' ICT attitudes: A structural equation modeling study in high school mathematics. Journal of Pedagogical Sociology and Psychology.
In-text citation: (Arhin et al., 2025)
Reference: Arhin, Jacob et al. "Teachers' ICT attitudes: A structural equation modeling study in high school mathematics". Journal of Pedagogical Sociology and Psychology, 2025.
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