Employing the Technology Acceptance Model to Explore Mongolian Secondary School Teachers’ Perceptions on Using Digital Resources = Employing the Technology Acceptance Model to Explore Mongolian Secondary School Teachers’ Perceptions on Using Digital Resources

다국어 초록 (Multilingual Abstract)

This study explored Mongolian secondary school teachers’ perceptions of using digital resources in the classroom, guided by the Technology Acceptance Model (TAM). The objectives were to examine overall teachers’ perceptions toward digital resources and to investigate differences based on years of teaching experience and subject taught. An online survey was conducted with 115 teachers, measuring perceived usefulness, perceived ease of use, and perceived value. The findings showed that teachers generally had moderately positive perceptions of digital resources. Structural equation modeling indicated that perceived usefulness and perceived ease of use significantly influenced teachers’ perceived value. While ANOVA results revealed no statistically significant differences based on years of teaching experience or subject taught, mathematics teachers stated digital tools are not as useful, and teachers with over 10 years of experience reported slightly higher positive perceptions than younger teachers. These results suggest that national policies, professional development programs, and widespread digital adoption may influence teachers’ perceptions, regardless of subject or years of experience. The study provides implications for policymakers to continue supporting digital resource access and training, and for teachers to engage positively with digital tools and reflect on their beliefs to enhance classroom practice.

목차 (Table of Contents)

• Chapter I. Introduction 1
• 1.1 Background of the Study 1
• 1.2 Problem Statement 6
• 1.3 Purpose of the Study 9
• 1.4 Research Question 10
• 1.5 Definition of Terms 11
• 1.5.1 Digital Resources in Classrooms 11
• 1.5.2 Teachers’ Perception 11
• 1.6 Significance of the Study 12
• 1.7 Limitations of the Study 13
• Chapter II. Literature Review 15
• 2.1 Theoretical Framework 15
• 2.1.1 Technology Acceptance Model (TAM) 15
• 2.1.2 Teachers’ Perception of Digital Resources 16
• 2.1.3 Using TAM to Explore Teachers’ Perception of Digital Resources . 18
• Chapter III. Research Methodology 21
• 3.1 Research Design 21
• 3.1.1 Measurement Tool 22
• 3.1.2 Item Translation 24
• 3.1.3 Validity and Reliability 26
• 3.2 Research Subjects and Data Collection 28
• 3.3 Analysis Methods 31
• 3.4 Methods of Processing Analysis Data 32
• 3.4.1 Research Model and Hypothesis 32
• Chapter IV. Results and Discussions 35
• 4.1 Results 35
• 4.1.1 Descriptive Statistics 35
• 4.1.2 Correlation Analyses 39
• 4.1.3 Confirmatory Factor Analysis 40
• 4.1.4 Structural Equation Modeling Analysis 41
• 4.1.5 One-way ANOVA 44
• 4.2 Discussions 48
• Chapter V. Conclusion and Implications 52
• 5.1 Conclusion 52
• 5.2 Implications 53
• References 55
• 논문요약 61
• Appendix 1. The survey questionnaire 62