Hawaii International Conference on System Sciences

This paper seeks to provide further understanding of issues surrounding acceptance of information and communication technology (ICT) by students of tertiary institutions. The Unified Theory of Acceptance and Use of Technology (UTAUT) model Venkatesh et al (2003) was employed by the researchers to determine the strength of predictors for students’ intention to accept and use ICT for learning and research. Questionnaires were administered to 400 students in the Social Studies and Business Administration Faculties of Methodist University College, Ghana, with 345 returned, a 86% return rate. Analysis of Moments Structures (AMOS) 20 and Statistical Package for the Social Sciences (SPSS) 16 were used to analyze the data collected. The measurement and structure model was appraised using Structural Equation Modeling. Effort Expectancy (EE) (0.4, p <.05) significantly predicted Behavioural Intention(BI) to use ICT, while Social influence (SI) and Performance Expectancy (PE) were statistically insignificant, as was Behavioural Intention (BI) on Use Behaviour (UB). However, Facilitating Conditions (FC) (β=.26, p <.01) significantly influenced UB. We recommend that future studies should include students from other faculties and multiple universities for more reliable results and conclusions

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Using the UTAUT model to analyze students' ICT adoption

Technological advancement has led to significant changes in the way university education is being provided in the developed countries. Whilst their universities have made great strides in addressing issues of access, cost of higher education and quality through e-learning, Africans are in the 21 st century still grappling with these issues. Although the University of Ghana has as one of its strategic directions, the introduction of e-learning, very little information has been provided on its policy direction. This study which is based on the Technology Acceptance Model (TAM), examines students’ perceptions on incorporating e-learning into teaching and learning. Using survey research, a total of 534 responded to the survey which relied on the questionnaire. Results from the study show that students entered the university with computer skills which are critical to the introduction of e-learning; male students were more likely to use the internet than female students; there was a relationship between the length of time students have been using the internet and frequency of use of the internet; students preferred mixed mode and web supplemented courses in the immediate future than web dependent and fully online courses. To make e-learning a reality there should some further strategies to improve access to personal computers, improve the broadband width. Special efforts should be made to target female students to use the internet to improve their computer skills.

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Students’ perceptions on incorporating e-learning into teaching and learning at the University of Ghana

Teachers’ technology adoption has been the focus of many researches since a long time and various factors affecting adoption process have been examined. Even though various factors affecting technology acceptance process have been revealed, the results are still limited and conflicting. This study aimed to investigate the effect of teachers’ personal innovativeness on their technology acceptance. The study group consisted of 237 primary and secondary school teachers. Descriptive statistics and structural equation modeling were used in data analysis. The results revealed that most of the teachers fall in “early majority” category of adoption and their innovativeness level was found to be low. Perceived usefulness and perceived ease of use of highly innovative teachers were found to be significantly higher than their low level counterparts. The results of structural equation model showed that personal innovativeness was influential in the technology acceptance of teachers. Perceived usefulness, perceived ease of use and subjective norms were direct determinants of behavioral intention, whereas personal innovativeness’ effect was indirect. In addition, personal innovativeness has been found have a positive effect on perceived usefulness, perceived ease of use and subjective norms.

Does it matter being innovative: Teachers’ technology acceptance

The European Proceedings of Social & Behavioural Sciences

This study aims to examine the computer usage intentions of Ghanaian Tertiary Students. The Technology Acceptance Model was adopted as the theoretical framework to ascertain whether it could help explain behavioral intentions of individuals to accept and use technology. Factor analysis was used to assess the construct validity of the initial research model and to uncover any additional factors influencing students' behavioral intentions. Multiple Linear Regression analysis was done to determine the extent to which dependent variables were predicted by independent variables. T-tests were used for test of significance. This study reveals that the age and level/year of tertiary students as well as prior experience of computer usage have no significant influence on perceived usefulness of a computer. Experience however significantly influenced perceived ease of use whilst age and level/year of students did not. The study also indicates that both perceived usefulness and perceived ease of use had a significant effect on the attitude of students towards their computer usage. Interestingly, only perceived usefulness significantly influenced the students' intention to use the computer. Thus fundamental changes may have to be made to the Technology Acceptance Model if it is to be applied to a developing country such as Ghana. This research was limited to one particular university. The study did not consider data on actual computer usage. Further research would have to consider these factors. The findings of this research and the model developed provide a basis for individuals who have to make a decision concerning computer usage of tertiary students in a developing country. BACKGROUND OF THE STUDY Computer usage has increased in various tertiary institutions. Various computer types such as laptops, desktop computers, and palmtop computers are now available to tertiary students. Students can thus make use of Computer Based Tutorials (CBTs); store large volumes of books (e-books) quickly submit their assignments to their lecturers through the internet as well as download lecture notes from the internet. Other tools available to students include instant messaging, emailing, search engines for research, web-based resources, access to library catalogues, and graduate degree programs online. Web-based learning technologies are increasing on college campuses as developers have created easy-to-use courseware applications such as E-campus (used by Regent University College Ghana) and KEWL(Used by the University of Ghana). Two trends are evident with regards to educators identifying incentives for integrating computers in their teaching. These are student accomplishment, rather than educator external rewards; and the ability of students to use computers as a tool for their own purposes. At an increasing number of universities, computers are gradually becoming a requirement for incoming students in preparation for their career success. Employers value extensive experience with Information Technology and are expecting their higher education graduates to be computer literate (RoIa, 2002). Previous researchers have shown that laptop computers in the classroom can lead to positive educational outcomes (Finn and Inman, 2004). The focus of this study is on the computer usage intentions of students in tertiary institutions in Ghana. Modern trends require that students use the computer a lot in their studies. Very little is known about computer usage intentions of Ghanaian tertiary students. There is therefore the need for empirical research on the intentions of computer usage among tertiary students. OBJECTIVES OF THE STUDY The main objective of the study is to investigate the behavioral intentions of computer usage among Ghanaian Tertiary students using a single institution as a case study. This may help to explain the key factors affecting the decision of students to use computers in their study. …

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Eben Afari

Papers

Modeling computer usage intentions of tertiary students in a developing country through the Technology Acceptance Model