Does perceived usefulness contribute to mathematics learning when technology is used for students’ success?

The purpose of the study was to investigate the perceived usefulness of computer technology and its effect in students’ mathematics performance. The longitudinal study was conducted on African American students enrolled in an introductory algebra course in Florida. Using a Technology Acceptance Model (TAM), the research focused on perceived usefulness that affects students’ attitude towards using computer technology to improve their math scores. Data was collected in three different time periods to see the effect of students’ attitude towards the use of computer technology and how this ultimately affected their final exam score. The results suggested that students’ perceived usefulness of technology significantly affected their attitude towards using computer technology to improve their performance in mathematics.