Analysis of Differences in Electronic Mathematics Teaching Competencies Among In-Service Student Teachers at Farhangian University: A Descriptive Interpretation of Findings Based on the Technology Acceptance Model

Abstract

This study aimed to examine differences in electronic mathematics teaching competencies among in-service student teachers at Farhangian University. In terms of methodology, the study was descriptive–analytical, and in terms of design, it employed a cross-sectional quantitative approach. The statistical population consisted of in-service teachers studying in the Mathematics Education program at Farhangian University, from whom 296 participants were selected through convenience sampling. Data were collected using a researcher-developed questionnaire designed to assess electronic teaching competencies, encompassing five components: clarity of content delivery, utilization of electronic instructional aids, organization and sequencing of content, instructional interaction, and technological skills. The data were analyzed using descriptive statistics, the independent samples t-test, analysis of variance (ANOVA), and multivariate analysis of variance (MANOVA). The findings indicated statistically significant differences between trained and untrained teachers across all examined components, with the trained group reporting higher scores on all indicators. Given the cross-sectional nature of the research design and the absence of experimental manipulation, these findings are interpreted as “group differences” and as evidence of the “association between training and higher levels of reported competencies.” The findings were interpreted in light of the Technology Acceptance Model, and it is recommended that future studies directly investigate TAM constructs as well as dimensions of self-regulation using standardized attitudinal instruments.