Abstract
In response to the COVID-19 pandemic crisis, instructors’ pedagogy has been modified, and technology-based educational tools have been implemented. However, little is known about pre-service teachers’ self-efficacy in mathematics and their intentions in implementing such technology. Thus, the objective of this study is to test if perceived mathematics self-efficacy is significantly related to pre-service teachers’ behavioral intention to utilize virtual math manipulatives. The aim of the study was addressed through the use of a descriptive-correlational research design with sixty-nine (69) pre-service teachers. Students’ mathematics self-efficacy and behavioral intention to utilize virtual math manipulatives were assessed using researcher-made questionnaires. It was discovered that a significant association exists between the respondents’ content self-efficacy and their behavioral intention to utilize virtual math manipulatives as to attitude, subjective norms, and perceived behavioral control. A similar relationship exists between self-efficacy and behavioral intention to use virtual math manipulatives in terms of attitude and behavioral control. The results imply that applying virtual manipulatives is anchored on knowledge and confidence of process and purpose. Therefore, preparing pre-service teachers for the classroom through a variety of training and seminars will help them improve their mathematics self-efficacy while also increasing their intention to use virtual manipulatives.
Keywords: Behavioral Intention, Mathematics Self-Efficacy, Virtual Manipulatives, Teaching and Learning
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