Development and Validation of Attitudes and Behavioural Measurement Scales on Artificial Intelligence Integration in Mathematics Teaching among Pre-Service Teachers in Abuja, Nigeria
DOI:
https://doi.org/10.64348/zije.2026602Keywords:
Artificial intelligence; behavioural Intention; attitude; mathematics, pre-service teachersAbstract
The increasing use of artificial intelligence (AI) in education has created a need for concise, context-specific measures of teachers’ orientations toward AI use. However, existing instruments often combine attitude, behavioural intention, perceived usefulness, self-efficacy, anxiety, and other acceptance-related constructs. This study developed and evaluated a concise measure of Attitude Toward Use (ATT) and Behavioural Intention to Use (BIU) artificial intelligence in mathematics teaching and learning among pre-service mathematics teachers. A quantitative cross-sectional survey was conducted with 221 pre-service mathematics teachers from higher institutions in the Federal Capital Territory, Abuja, Nigeria. Items were generated from the Technology Acceptance Model and relevant literature, subjected to expert evaluation, and examined using separate one-factor measurement models. Model fit was assessed using χ², CFI, TLI, RMSEA, and SRMR, while reliability was evaluated using McDonald’s coefficient omega. The initial ATT model demonstrated inadequate fit, but substantial improvement was obtained following item refinement (CFI = .990, TLI = .938, SRMR = .019, RMSEA = .120). The retained ATT indicators loaded from .528 to .818, with ω = .715. The BIU model demonstrated stronger fit (χ²(5) = 11.455, CFI = .986, TLI = .972, RMSEA = .076, SRMR = .025), with factor loadings ranging from .588 to .773 and ω = .786. The findings provide preliminary evidence for concise, construct-specific measures of ATT and BIU toward AI use in mathematics teaching and learning. The BIU scale demonstrated stronger measurement performance, whereas the ATT scale requires further validation using independent samples.
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