Asian Journal of Education and Social Studies

This study examined the influence of perceived ease of use and perceived usefulness on attitudes toward technology and investigated whether attitude predicts technology acceptance and adoption among female mathematics education students in Ghana. The study focused on female students because gender-related experiences, confidence, support, and expectations can shape technology engagement; examining this group separately provides context-specific evidence rather than assuming that findings from mixed-gender samples apply equally to them. A quantitative cross-sectional survey was conducted with 400 female students from three public universities, selected through proportionate stratified sampling and simple random sampling within each institution. A structured five-point Likert questionnaire measured four constructs: perceived usefulness (10 items), perceived ease of use (11 items), attitude toward technology (10 items), and technology acceptance and adoption (9 items). Structural Equation Modelling was used to test the hypothesised relationships. Perceived ease of use (β = .346, p < .001) and perceived usefulness (β = .535, p < .001) significantly and positively predicted attitude, with usefulness showing the stronger relationship. Attitude did not significantly predict technology acceptance and adoption (β = −.053, p = .272). The findings suggest an attitude–behaviour gap: positive perceptions may not be sufficient to ensure technology use. Universities should therefore combine efforts to demonstrate technology’s academic value and usability with support for access, connectivity, training, and institutional provision. Because the sample comprised female mathematics education students from three public universities and the design was cross-sectional, the findings should be interpreted within these boundaries.