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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

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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

 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.

Faculty of Educational Studies

COAN, ITAN

ZINOXOMATEK

Literature Review

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

Theories

Technology Acceptance Model (TAM) 3 (Venkatesh & Bala, 2008)

COAN, ITAN

ZINOXOMATEK

Theoretical Framework

Theoretical Framework

TRAATTSNBI

USE

TAMSNJRFC

CSEPEPUOUATTBI

USE

TPBATTSNBI

USE

Faculty of Educational Studies

COAN, ITAN

ZINOXOMATEK

Conceptual Framework

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

Methodology

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

COAN, ITAN

ZINOXOMATEK

Results & Findings

Data Analyses

S/N Gender Category f %

1 Females 78 36.82 Males 134 63.2

Gender Demographics

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 ModellingJob Relevance (6 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

Structural 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

New Paths

Structural Model with New Paths

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

Ove

rall

Stru

ctur

al M

odel

Sum

mar

y

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

List of Publicatio

ns!

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

Faculty of Educational Studies

COAN, ITAN

ZINOXOMATEK

Faculty of Educational Studies

COAN, ITAN

ZINOXOMATEK