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Predictive Modeling of ICT Usage Behaviour among Business Education Teachers in
Tertiary Colleges of Northwestern Nigeria
Faculty of Educational Studies
Dauda Dansarki ISIYAKU
Ass. Prof. Dr Ahmad Fauzi Mohd Ayub
Dr. Suhaida Abdulkadir
Faculty of Educational Studies
ICTs have taken over the world – especially the regions of the
developed countries
Background Information
Of the 4.3b people that don’t have access to
internet,90% are from the regions
of developing countries
No debate -Teachers
MUST USE ICTs
Only 28% of the population
of Nigeria have access to Internet
Faculty of Educational Studies
ADF, GIA (1999)
NPIT, (2000) “Use IT”
Background Information
COAN ITANISPN
ZINOXOMATEK
NPIT Funded by
NITDEF
NRI - WEF by (2013) 113th
Out of 144
Faculty of Educational Studies
Background InformationLII, SII, NII,
GIIDBI
ICTs for Schools
Train the Trainer
ICTs in GOs/NGOs
Faculty of Educational Studies
Problem Statement
COAN, ITAN
ZINOXOMATEK
NRI - WEF by (2013) 113th
Out of 144
Teachers Use of ICTs in Nigeria is
very low
Nigeria still ranks
very backward
in ICT adoption
for education
Unskilled manpower,
poor funding, usage of obsolete
technologies
Faculty of Educational Studies
Problem Statement
COAN, ITAN
ZINOXOMATEK
NRI - WEF by (2013) 113th
Out of 144
Lack of ICT Facilities in
the Nigerian educational
scenario
ICT Research initiatives
from Nigeria are
rare
Nigerian teachers buy and use ICTs
out of their own
volition
To propose a MODEL to Explain and predict teachers’
ICT usage behaviour on the basis of the interrelationships of SN, JR, CSE, FC & PE, (exogenous variables) and
PEOU, PU, ATT, BI & USE (endogenous variables), in consistence with the assumptions of TRA, TPB & TAM.
Purpose of the Study
Faculty of Educational Studies
Objectives of the Study
COAN, ITAN
ZINOXOMATEK
NRI - WEF by (2013) 113th
Out of 144
Objective Research Questions/Hypotheses Statistical Analysis
Objective
1
To describe the types of ICT tools used in the classroom by teachers in tertiary colleges of Northwestern Nigeria
RQ1
What are the types of ICT tools used in the classroom by teachers in tertiary colleges of Northwestern Nigeria?
Descriptive
Objective 2
To describe the responses of teachers on each of the variables of interest in the study, namely: subjective norm, job relevance, computer self-efficacy, perceptions of facilitating conditions, perceived enjoyment, perceived ease of use, perceived usefulness, attitude towards technology, behavioural intention and ICT usage behaviour.
RQ2 What are the mean ratings of the responses of teachers on their perceptions of the expectations of others towards their usage of ICTs in the classroom? Descriptive
RQ3 What are the mean ratings of the responses of teachers on their perceptions of the relevance of ICTs to their jobs? Descriptive
RQ4 What are the mean ratings of the responses of teachers on their perceptions of their abilities of using computers for purpose of classroom instructions? Descriptive
RQ5 What are the mean ratings of the responses of teachers on their perceptions of the adequacy of ICT facilities provided in business education faculties of colleges of education in Northwestern Nigeria?
Descriptive
RQ6 What are the mean ratings of the responses of teachers on their perceptions of the fun they derive from using ICTs for classroom purpose? Descriptive
Faculty of Educational Studies
Objectives of the Study
COAN, ITAN
ZINOXOMATEK
NRI - WEF by (2013) 113th
Out of 144
Objective Research Questions/Hypotheses Statistical Analysis
RQ7 What are the means ratings of the responses of teachers on their perceptions of how easy it is to use ICTs for classroom purposes? Descriptive
RQ8 What are the means ratings of the responses of teachers on their perceptions of the usefulness of ICTs for classroom purposes? Descriptive
RQ9 What are the means ratings of the responses of teachers on their attitudes towards technology? Descriptive
RQ10 What are the means ratings of the responses of teachers on their behavioural intentions towards using ICTs for classroom purposes? Descriptive
RQ11 What are the means ratings of the responses of teachers on their perceptions of the frequency with which they use ICTs for classroom purposes? Descriptive
RQ12 What are the means ratings of the responses of teachers on their perceptions of the frequency with which they use ICTs for classroom purposes and the volume of work they do with the ICTs for the same purpose?
Descriptive
Objective 3
To determine the direct effect of subjective norm and perceived enjoyment on behavioural intention.
Ha1Subjective Norm has a direct significant effect on Intention to use ICTs. SEM
Objectives of the Study
Objective Research Questions/Hypotheses Statistical Analysis
Ha6Perceived Enjoyment has a direct significant effect on Intention to Use ICTs SEM
Objective
4
To determine the direct effect of job relevance, computer self-efficacy and perceived ease of use on perceived usefulness.
Ha2Job Relevance has a direct significant effect on Perceived Usefulness of ICTs. SEM
Ha3Computer Self Efficacy has a direct significant effect on Perceived Usefulness of ICTs SEM
Ha7Perceived Ease of Use of ICTs has a direct significant effect on Perceived Usefulness of ICTs
SEM
Objective 5
To determine the direct effect of computer self-efficacy and facilitating conditions on perceived ease of use.
Ha4 Computer Self Efficacy has a direct significant effect on Perceived Ease of Use of ICTs SEM
Ha5 Perception of Facilitating Conditions has a direct significant effect on Perceived Ease Use of ICTs
SEM
Objectives of the Study
Objective Research Questions/Hypotheses Statistical Analysis
Objective 6
To determine the direct effect of perceived usefulness and perceived ease of use on attitude towards technology.
Ha8Perceived Usefulness of ICTs has a direct significant effect on ICT Attitude. SEM
Ha9 Perceived Ease of Use of ICTs has a direct significant effect on ICT Attitude. SEM
Objective 7
To determine the direct effect of attitude towards technology on behavioural intention.
Ha10 Attitude towards technology has a direct significant effect on Intention to Use ICTs SEM
Objective
8
To determine the direct effect of behavioural intention on ICT usage behaviour.
Ha11 Intention to Use ICTs has a direct significant effect on Actual ICT Usage SEM
Objective 9
To predict the fitness of the model of the study in explain ICT usage behaviour among business education teachers in tertiary colleges of Northwestern Nigeria.
Faculty of Educational Studies
Operational Definitions
COAN, ITAN
ZINOXOMATEK
o extent to which teachers perceive that they are expected to use ICTs in the classroom.
Subjective Norm (SN)
o degree to which teachers believe that ICTs are applicable to their instructional purposes
Job Relevance
(JR)
o teachers’ judgment of their capabilities in using ICTs for classroom functions.
Computer Self Efficacy
(CSE)
Faculty of Educational Studies
Operational Definitions
COAN, ITAN
ZINOXOMATEK
o degree to which teachers believe that they are supported with ICTs to facilitate their classroom functions.
Facilitating Conditions
(FC)
o extent to which teachers perceive that using ICTs in the classroom is enjoyable.
Perceived Enjoyment
(PE)
o degree to which teachers believe that using ICTs for classroom purposes will be easy for them
Perceived Ease Of Use
(PEOU)
Faculty of Educational Studies
Operational Definitions
COAN, ITAN
ZINOXOMATEK
o teachers’ assessment of how ICTs are useful and productive to them for classroom purposes
Perceived Usefulness
(PU)
o extent to which teachers exhibit favourable or unfavourable dispositions toward usage of technology in facilitating classroom instructions.
Attitude Towards
Technology (ATT)
o degree to which teachers are determined and intended to use ICTs in the classroom.
Behavioural Intention
(BI)
ICT Usage Behaviour
(USE)
o frequency with which teachers use ICTs and the volume of the tasks they perform with these ICTs for classroom purposes.
Beliefs &
Evaluations
Attitude
toward behavi
or
Normative
Beliefs
Subjective
Norm
Behavioral
Intention
Actual Behavi
our
Theory of Reasoned Action(Fishbein & Ajzen, 1975)
Theories
Theory of Planned Behaviour(Ajzen, 1985)
Theories
ATTITUDE TOWARD
BEHAVIOR
SUBJECTIVE NORM
PERCEIVED BEHAVIORAL CONTROL
BEHAVIOURAL
INTENTION
BEHAVIOURAL
PERFORMANCE
Theories
Technology Acceptance Model (TAM) (Davis, 1989)
Perceived Usefulnes
s
Perceived Ease of
Use
Attitude Towards
UseSystem UseExternal
Factors
COAN, ITAN
ZINOXOMATEK
Theoretical Framework
Theoretical Framework
TRAATTSNBI
USE
TAMSNJRFC
CSEPEPUOUATTBI
USE
TPBATTSNBI
USE
Faculty of Educational Studies
Literature Review
COAN, ITAN
ZINOXOMATEK
Venkatesh et al., 2003; Ho, Poorisat, Neo, & Detenber, 2014; Oye, Iahad, & Rahim, 2014; López-Nicolás et al., 2008; Echeng & Usoro, 2014
Subjective Norm (SN)
Venkatesh & Davis, 2000; Ezeani & Akpotohwo, 2014; Kim, 2008; Egbri, 2012; Ezeani & Akpotohwo, 2014; Alharbi & Drew, 2014
Job Relevance
(JR)
Compeau & Higgins, 1995; Agarwal & Teo, Lee, Chai, and Wong; 2009; Igbaria and Iivari, 1995; Karahanna, 2000; Venkatesh & Bala, 2008.
Computer Self Efficacy
(CSE)
Faculty of Educational Studies
Literature Review
COAN, ITAN
ZINOXOMATEK
Thompson et al., 1991; Asogwa & Eze, 2013; David, 2012; Ololube, 2014; Prasad et al., 2015; Teo, 2011; Venkatesh et al., 2003; Olasina & Mutula, 2014.
Facilitating Conditions
(FC)
Verkasalo, López-Nicolás, Molina-Castillo, & Bouwman, 2010; Venkatesh, 2000; Davis, Bagozzi, & Warshaw, 1992; Van der Heijden 2004
Perceived Enjoyment
(PE)
Davis et al., 1989; Igbaria, Iivari, & Maragahh, 1995; Anandarajan et al., 2002; Alharbi and Drew, 2014; Venkatesh and Morris, 2000.
Perceived Ease Of Use
(PEOU)
Faculty of Educational Studies
Literature Review
COAN, ITAN
ZINOXOMATEK
Pynoo and van Braak, 2014; Davis, 1989, Anandarajan et al., 2002; Teo, 2011; Schepers & Wetzels, 2007
Perceived Usefulness
(PU)Eagly Alice & Chaiken, 1998; Adewole-Odeshi, 2014; Thompson et al., 1991; Smith, Caputi, & Rawstorne, 2000; Wilkinson and Schilt; 2008; Mohd, Mokhtar, Wong, & Tarmizi, 2010; Valtonen et al., 2015). .
Attitude Towards
Technology (ATT)
Davis et al., 1989; Pynoo and van Braak, 2014; Kim, 2008; Teo, 2011; Schepers & Wetzels, 2007; López-Nicolás et al., 2008; Echeng & Usoro, 2014; Oye et al., 2011.
Behavioural Intention
(BI)
ICT Usage Behaviour
(USE)
Angel, 2013; Kim, 2008; Agudo-Peregrina, Hernández-García, & Pascual-Miguel, 2014; Turner, Kitchenham, Brereton, Charters, and Budgen (2010; Onwuagboke, Singh, & Fook, 2015.
Faculty of Educational Studies
Literature Review
COAN, ITAN
ZINOXOMATEK
• Schepers & Wetzels, 2007; • López-Nicolás et al., 2008; • Echeng & Usoro, 2014; • Oye et al., 2011 & Teo, 2011)
SN → BI (H1)
• Ezeani & Akpotohwo, (2014) • Venkatesh & Davis, (2000) • Alharbi & Drew, (2014).
JR → PU (H2)
• Teo et al. (2009), • Agarwal & Karahanna (2000)• Cheok & Wong, (2015) CSE → PU (H3)• Igbaria and Iivari (1995)• Venkatesh and Bala (2008)• (Teo et al., 2009• (Merhi, 2015).
CSE → PEOU (H4)
Faculty of Educational Studies
Literature Review
COAN, ITAN
ZINOXOMATEK
• Olasina and Mutula (2014)• Teo et al. (2008) • Teo et al. (2009),
FC PEOU(H5)
• Atkinson & Kydd (1997)• Van der Heijden (2004),• Verkasalo et al., (2010), Merhi, (2015) PE → BI(H6)
• Anandarajan et al. (2002), • Venkatesh and Morris (2000) • (Merhi, 2015)
PEOU → PU(H7)
• Teo et al. (2008),• Pynoo and van Braak (2014) PU → ATT(H8)
→
Faculty of Educational Studies
Literature Review
COAN, ITAN
ZINOXOMATEK
• Bajaj and Nidumolu (1998), • Schepers &Wetzels (2007),
PEOU → ATT (H9)
• Teo (2011) • Alharbi and Drew (2014)• Pynoo and van Braak (2014)• (Adewole-Odeshi, 2014)
ATT → BI(H10)
• Kim (2008) • Bagozzi (2007) • Pynoo and van Braak (2014) BI → USE (H11)
Faculty of Educational Studies
COAN, ITAN
ZINOXOMATEK
Research Design: Survey Study
Population : 363 Business Education TeachersSample: 157 (Cochran, 1977)40% added = (Salkind, 2010) 220(Bentler & Chou, 1987)
Type of survey: Field Trip
Location : Northwestern Nigeria(Educationally and technologically disoriented
(Kolawole, Omobitan, & Yaqub, 2015; Ukiwo, 2007
COAN, ITAN
ZINOXOMATEK
State Names of Tertiary Colleges
Pop of Bus. Edu
Teachers
Sample of Bus. Edu Teachers
Kano
FCE (T) Bichi 29 21 21FCE Kano 20 11SRCOE Kano 32 24
Jigawa JSCOE Gumel 30 8 22
KatsinaFCE Katsina 45 32IKCOE Dutsinama Nil 12 Nil
Kaduna
FCE Zaria 45 28KSCOE Kafanchan 39 30 26JCOE Kaduna 32 27
Sokoto SSCOE Sokoto 37 10 27Kebbi AACOE Argungu 36 9 24Zamfara
ZSCOE Maru Nil NilFCE (T) Gusau 38 10 27
Total 383 269
Proportionate Stratified Sampling
COAN, ITAN
ZINOXOMATEK
State Names of Tertiary Colleges
Pop of Bus. Edu
Teachers
% for Samp & Pop
Sample of Bus. Edu Teachers
Kano
FCE (T) Bichi 29 21 18FCE Kano 20 8SRCOE Kano 32 20
Jigawa JSCOE Gumel 30 8 18
KatsinaFCE Katsina 45 26IKCOE Dutsinama Nil 12 Nil
Kaduna
FCE Zaria 45 23KSCOE Kafanchan 39 30 21JCOE Kaduna 32 22
Sokoto SSCOE Sokoto 37 10 22Kebbi AACOE Argungu 36 9 20Zamfara
ZSCOE Maru Nil NilFCE (T) Gusau 38 10 22
Total 383 220
Proportionate Stratified Sampling
COAN, ITAN
ZINOXOMATEK
Section Components Items SourcePart A Demographic Items
Basic Demographic InformationICT Usage Demographic Information:(a) ICT Peripherals for Class Interactions(b) ICT Tools for Virtual Interactions(c) ICT Tools for Research(d) ICT Tools for Mindmap & Brainstorm(e) ICT Tools for Content Creation(f) ICT Tools for Content Sharing
5
111111111111
Self-developed
Self-developedSelf-developedSelf-developedSelf-developedSelf-developedSelf-developed
Part B73 Items
Constructs Items
Section I Subjective Norm (SN)Job Relevance (JR) Computer Self-Efficacy (CSE)
767
Venkatesh et al. 2003Venkatesh & Bala, 2008Henry & Stone, 1997, 1999
Section II Facilitating Conditions (FC)Perceived Enjoyment (PE)
66
Venkatesh &Davis1996 Venkatesh & Bala, 2008
Section III Perceived Ease Of Use (PEOU)Perceived Usefulness (PU)
67
Venkatesh & Bala, 2008Venkatesh & Davis, 2000
Section IV Attitude Towards Technology (ATT)Behavioural Intention (BI)
77
Teo, 2010; 2011; Venkatesh et al., 2003Cheun, et al., 2002Oye et al., 2012
Section VA ICT Use Frequency (USE) 7 Kim, 2008Venkatesh & Bala, 2008Section VB ICT Use Volume (USE) 7 Kim, 2008Venkatesh & Bala, 2008
Instrumentation
Instrument:Questionnaire
(73 items)
COAN, ITAN
ZINOXOMATEK
Pilot Test
S/N Construct Number of Items
Cronbach’sAlpha CoefficientFor Pilot Study
(n=30)
1 Subjective Norm 7 .692
2 Job Relevance 6 .512
3 Computer Self-Efficacy
7 .897
4 Facilitating Conditions 7 .726
5 Perceived Enjoyment 6 .806
6 Perceived Ease Of Use 7 .765
7 Perceived Usefulness 7 .740
8 Attitude Towards Technology
6 .673
9 Behavioural Intention 7 .722
10 Usage Behaviour 14 .943
Average .750
30 Te
ache
rs fro
m
FCE(T
) Bich
i,
FCE K
ano &
SRCO
E, Ka
no
COAN, ITAN
ZINOXOMATEK
Reliability
S/N Construct Number of Items
Cronbach’sAlpha CoefficientFor Final Study
(n=212)
1 Subjective Norm 7 .917
2 Job Relevance 6 .809
3 Computer Self-Efficacy
7 .845
4 Facilitating Conditions 7 .808
5 Perceived Enjoyment 6 .826
6 Perceived Ease Of Use 7 .875
7 Perceived Usefulness 7 .836
8 Attitude Towards Technology
6 .813
9 Behavioural Intention 7 .879
10 Usage Behaviour 14 .926
Average .853
212 Teacher
s
COAN, ITAN
ZINOXOMATEK
Validity
S/N Construct Number of Items
Construct Reliability(n=212)
1 Subjective Norm 7 .921
2 Job Relevance 6 .782
3 Computer Self-Efficacy
7 .804
4 Facilitating Conditions 7 .921
5 Perceived Enjoyment 6 .879
6 Perceived Ease Of Use 7 .898
7 Perceived Usefulness 7 .828
8 Attitude Towards Technology
6 .798
9 Behavioural Intention 7 .907
10 Usage Behaviour 14 .894
Average .871
Validated by Experts
Prof LereY usuf
Prof Madya Dr Wong Su Luan
Data Analyses
S/N Age Category f %
1 26-33years 22 10.42 34-40 years 69 32.53 41-47 years 64 30.24 48-54 years 43 20.35 55-63 years 14 6.6
M=42.58; SD=7.49
Age Demographics
Data Analyses
S/N Work Experience f %
1 2-8 years 99 46.72 9-14 years 44 20.83 15-20 years 42 19.84 21-26 years 20 9.45 27-33 years 7 3.3
M=11.37; SD=7.38
Work Experience
Data Analyses
S/N Status Category f %
1 Assistant Lecturer/Instructor 42 19.82 Lecturer/Instructor 72 34.03 Senior Lecturer/Instructor 56 26.44 Principal Lecturer/Instructor 26 12.35 Chief Lecturer/Instructor 16 7.5
M=2.54; SD=1.16
Official Status
Data Analyses
S/N Qualifications f %
1 Ordinary Certs - -2 NCE/OND - -3 Degree/HND 107 50.54 Masters 99 46.75 PhD 6 2.8
M=3.52; SD=0.56
Educational Background
COAN, ITAN
ZINOXOMATEK
Overall Mean for ICT Tools Used
Items % Mean for Non Users
% Mean for Users
IICT Peripherals for Classroom Interactions 72.5% 27.5%IICT Tools for Virtual Interactions 90.8% 9.2%IICT Tools for Research 90.6% 9.4%IICT Tools for Mind-mapping & Brainstorming 95.6% 4.4%IICT Tools for Content Creation 91.8% 8.2%IICT Tools for Content Sharing 90.6% 9.4%
COAN, ITAN
ZINOXOMATEK
Overall Mean for Constructs
Variable/Construct Number of Items Mean SD
Subjective Norm 7 3.59 0.75Job Relevance 6 4.36 0.60Computer Self Efficacy 7 3.36 0.70Facilitating Conditions 6 2.71 0.62Perceived Enjoyment 6 4.13 0.66Perceived Ease Of Use 7 3.60 0.87Perceived Usefulness 7 4.18 0.54Attitude Towards Technology 6 3.98 0.65Behavioural Intention 7 4.51 0.57Usage Behaviour 14 3.33 0.96Average Mean & SD 3.78 0.69
COAN, ITAN
ZINOXOMATEK
Findings: Descriptive Statistics
Most Common ICT tools are desktop and laptop
computers
Teachers use Google Scholar and YouTube
platforms above all other tools
COAN, ITAN
ZINOXOMATEK
Findings: Descriptive Statistics
Teachers use ICTs out of their own
volition
Teachers perceive that
ICTs are relevant to their jobs
Teachers perceptions of
their abilities for using ICTs is low
COAN, ITAN
ZINOXOMATEK
Findings: Descriptive Statistics
ICT facilities are very inadequate
for teachers
Teachers perceive that
ICTs are enjoyable
Teachers perceive that
ICTs are not easy to use
COAN, ITAN
ZINOXOMATEK
Findings: Descriptive Statistics
Teachers perceive
that ICTs are useful for their jobs
Teachers have
positive attitudes towards
using ICTs
Teachers intention
to use technology is very high
Teachers use of ICTs is
below average
COAN, ITAN
ZINOXOMATEK
Findings: Structural Equation ModellingSTEP 1
• Defining Individual Constructs
STEP 2 • Developing the Overall Measurement Model
STEP 3• Designing a Study to Produce
Empirical Result
STEP 4• Assessing Measurement
Model Validity
STEP 5• Specifying the Structural
Model
STEP 6• Assessing Structural Model
Validity
COAN, ITAN
ZINOXOMATEK
Data Analyses: Structural Equation ModellingSubjective Norm ( 7 items 4 items)
COAN, ITAN
ZINOXOMATEK
Data Analyses: Structural Equation ModellingComputer Self Efficacy (7 items 4 items)
COAN, ITAN
ZINOXOMATEK
Data Analyses: Structural Equation ModellingFacilitating Conditions( 6 items 4 items)
COAN, ITAN
ZINOXOMATEK
Data Analyses: Structural Equation ModellingPerceived Enjoyment (6 items 4 items)
COAN, ITAN
ZINOXOMATEK
Data Analyses: Structural Equation ModellingPerceived Ease Of Use (7 items 4 items)
COAN, ITAN
ZINOXOMATEK
Data Analyses: Structural Equation ModellingPerceived Usefulness ( 7 items 4 items)
COAN, ITAN
ZINOXOMATEK
Data Analyses: Structural Equation ModellingAttitude Toward Technology (6 items 4 items)
COAN, ITAN
ZINOXOMATEK
Data Analyses: Structural Equation ModellingBehavioural Intention ( 7 items 4 items)
COAN, ITAN
ZINOXOMATEK
Data Analyses: Structural Equation ModellingICT Usage Behaviour ( 14 items 6 items)
Data Analyses: SEMMeasurement Model
Fit Indices
Index Value
Recmd Value Results
TLI 0.936 >0.90 Good FitCFI 0.947 >0.90 Good FitIFI 0.948 <0.90 Good Fit
RMSEA 0.054 <0.08 Good FitChisq/df 1.623 <5.00 Good Fit
Model has good fit indicesIndicating internal consistency &valid path
coefficients)
Data Analyses: SEM
Convergent Validity
• >.50 or• >.70 (Hair et al, 2010)
Factor loading
• >0.5 (Hair et al, 2010)
AVE
• >0.7 (Hair et al, 2010)
CR
o 3 different methods were used to test convergent validity
Construct Item Factor Loading AVE (≥0.5) CR(≥0.7)
Subjective Norm SN4 0.96 0.941 0.980 SN6 0.99 SN7 0.96 Job Relevance JR1 0.93 0.923 0.960 JR5 0.99 Computer Self-Efficacy CSE1_R 0.80 0.579 0.804 CSE3_R 0.64 CSE7 0.82 Facilitating Conditions FC3_R 0.91 0.718 0.881 FC4_R 0.94 FC5 0.64 Perceived Enjoyment PE1 0.93 0.697 0.873 PE2 0.82 PE6_R 0.74
Measurement Model
Construct Item Factor Loading AVE (≥0.5) CR(≥0.7)
Perceived Ease Of Use PEOU1_R 0.93 0.840 0.940
PEOU3 0.92 PEOU4 0.90 Perceived Usefulness PU3_R 0.72 0.560 0.838 PU4 0.74 PU5 0.81 PU6 0.73 Attitude towards Technology ATT3 0.71 0.616 0.758 ATT5 0.82 Behavioural Intention BI2 0.85 0.888 0.959 BI4 0.99 BI5 0.98 ICT Usage Behaviour USE2 0.71 0.546 0.857 USE4 0.70 USE10 0.75 USE11 0.74 USE13 0.79
Measurement Model
Paths b S.E. C.R. P-LevelPaths Coef. (beta)
Results
SN → BI .010 .031 .336 .737 .016 Not SupportedJR → PU .302 .065 4.655 *** .327 SupportedCSE → PU .326 .057 5.707 *** .488 SupportedCSE → PEOU .138 .080 1.710 .087 .135 Not SupportedFC → PEOU -.056 .064 -.868 .385 -.064 Not SupportedPE → BI .619 .049 12.698 *** .724 SupportedPEOU → PU -.071 .045 -1.567 .117 -.109 Not SupportedPU → ATT .714 .122 5.865 *** .709 SupportedPEOU → ATT .011 .041 .269 .788 .017 Not SupportedATT → BI .191 .060 3.200 .001 .172 SupportedBI → USE .102 .099 1.031 .303 .078 Not Supported
Hypotheses Test
Paths b S.E. C.R. P-LevelPaths Coef. (beta)
Results
SN → ATT .093 .036 2.552 .011 .156 SupportedPE → PU .241 .074 3.273 .001 .318 SupportedCSE → USE .437 .085 5.108 *** .447 SupportedFC → USE .122 .055 2.233 .026 .151 SupportedATT → USE .423 .124 3.427 *** .303 Supported
New Paths
Faculty of Educational Studies
Conclusions
COAN, ITAN
ZINOXOMATEK
Endogenous Variable Estimate Percentage
Perceived Ease of Use .020 20Perceived Usefulness .380 38Attitude Towards Technology .502 50.2
Behavioural Intention .613 61.3ICT Usage Behaviour .006 10
Explained Variance (Squared Multiple Correlations)- 1st Model)
Faculty of Educational Studies
Conclusions
COAN, ITAN
ZINOXOMATEK
Endogenous Variable Estimate Percentage
Perceived Ease of Use .021 20.1Perceived Usefulness .424 42.4Attitude Towards Technology .524 52.4
Behavioural Intention .630 63%ICT Usage Behaviour .403 40.3
Explained Variance (Squared Multiple Correlations)- 2nd Model)
Faculty of Educational Studies
Conclusions
COAN, ITAN
ZINOXOMATEK
The proposed model has satisfied all the goodness of fit indices criteria and it has parsimony in explaining ICT usage behaviour
The proposed model without the new paths has explained only about 10% of the variance in Teachers ICT usage behaviour
The proposed model with the new paths has explained about 40.3% of the variance in Teachers ICT usage behaviour
Faculty of Educational Studies
Conclusions
COAN, ITAN
ZINOXOMATEK
In both models, business teachers behavioural intention has highly contributed to their ICT usage behaviour, however ICT usage was low
Perceived enjoyment, perceived usefulness and computer self efficacy are the predictor factors with greater weights and strengths as compared to other predictor factors in the model
Lack of facilities might hinder teachers from using ICTs even though they have good attitudes and intentions to use them
Faculty of Educational Studies
Implications
COAN, ITAN
ZINOXOMATEK
The study is supportive to the propositions of TRA TPB and TAM
Teachers secure and use ICTs out of their volition, school authorities provide the tools specify that teachers are expected to use them
Teachers who perceive that they are capable of using ICTs use them without first understanding the application areas of the tools thereby underutilizing the tools
Faculty of Educational Studies
Implications
COAN, ITAN
ZINOXOMATEK
Train the teacher programs should be reinforced to
improve teachers’ computer efficacy
Teachers should use more smart &
mobile technologies to
connect on the go
Teachers use virtual platforms to ensure that
teaching doesn’t end in the classroom
Teachers should utilize research tools like poll everywhere,
survey monkey to directly connect
with targets
ICT infrastructures
should be greatly
improved in schools
Faculty of Educational Studies
Recommendations
COAN, ITAN
ZINOXOMATEK
Further studies should try to employ the
experimental approach and
attempt to observe or interview
technology acceptance behaviour
Further research may consider the
role of compulsory or voluntary standards in ensuring that
teachers use ICTs in the classroom
Further studies
should try to cover larger populations and samples
Dansarki, I. D., Ayub, A. F. M., & Kadir S.,(2013), Utilizing information communication technologies for facilitating business education instructions in Nigeria. Proceedings of Graduate Research in Education Seminar(GREduc) , pp 213-221, Universiti Putra Malaysia
Isiyaku, D. D., Ayub, A. F. M., & Kadir, S. A. (2014). Modelling ICT usage behaviour in business education faculties of tertiary colleges in Nigeria. Paper presented at the Australian Academy of Business and Social Sciences Conference 2014 (in partnership of the Journal of Developing Areas - USA), Kuala Lumpur, Malaysia.
Faculty of Educational Studies
COAN, ITAN
ZINOXOMATEK
Dansarki, I. D., Ayub, A. F. M., & Kadir, S. A. (2015). Hypothetical prediction of ICT usage behaviour among business education teachers in Nigerian colleges of education. Australian Journal of Sustainable Business and Society, 1(2).
Faculty of Educational Studies
COAN, ITAN
ZINOXOMATEK
Dansarki, I. D., Ayub, A. F. M., & Kadir, S. A. (2015). ICT Tools Utilized by Business Education Teachers in Tertiary Colleges of a Developing Country. 3rd
International Conference on Educational Research and Practice. Proposed paper