Empirical modeling of information communication technology usage behaviour among business education teachers in tertiary colleges of a developing country

Isiyaku, Dauda Dansarki; Ayub, Ahmad Fauzi Mohd; AbdulKadir, Suhaida

doi:10.15700/saje.v35n4a1101

Cited by 9 publications

(6 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Consistent with past researches (Agarwal and Karahanna 2000;Isiyaku et al 2015;Teo et al 2009) the findings showed Nigerian business teachers' computer self-efficacy had a significant influence on their perceptions of the usefulness of ICTs. The findings also revealed teachers' perceived enjoyment of ICTs had a significant influence on their perceived usefulness of ICTs.…”

Section: Test Of the Structural Modelsupporting

confidence: 88%

“…Secondly, literature had shown that these variables had significant influence on teachers' use of technology in the classroom (Venkatesh 2000;Teo et al 2008;Sun and Zhang 2006;Huang et al 2015); and thirdly, the study intended to confirm whether these claims were applicable to Nigerian business teachers. The current study also sought to confirm the assertion that most teachers in Nigerian tertiary institutions perceived themselves as ineffectual at implementing ICTs in the classroom (Agbonlahor 2008;David 2012;Mudasiru and Modupe 2011;Oghogho and Ezomo 2013;Olakulehin 2007), but enjoyed using these technologies to teach (Adedoja et al 2013;Al-Haderi 2013;Echeng and Usoro 2014;Isiyaku et al 2015), and perceived that they were not expected by their school authorities to use these tools (Dansarki et al 2014;Ibrahim et al 2016).…”

Section: Introductionmentioning

confidence: 83%

“…Teachers' perceptions of the usefulness of technology in the classroom might determine whether they accepted or rejected ICTs ). Studies had shown teachers' perceived usefulness of technology could significantly influence their use of ICTs through their intention to use technology and their attitudes towards technology (Isiyaku et al 2015;Pynoo and van Braak 2014). Hence, the second hypothesis of the study was:…”

Section: Conceptual Model Of the Studymentioning

confidence: 97%

“…Most teachers in Nigeria were not able to cope with the pace of technology adoption in the classroom owing to constraints such as lack of adequate ICT orientation and training for teachers, lack of availability of adequate ICT infrastructure in schools, and lack of stable power supply for effective ICT operational activities in schools (Asogwa 2013;Ololube 2014;Prasad et al 2015;Anunobi 2015). Correspondingly, studies had shown most business education teachers in tertiary institutions of Nigeria did not possess the technical expertise to implement ICTs in their classrooms (Prasad et al 2015;Anunobi 2015;Isiyaku et al 2015;Isiyaku and Ayub 2016).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Antecedents to teachers’ perceptions of the usefulness of ICTs for business education classroom instructions in Nigerian tertiary institutions

Isiyaku

Ayub

AbdulKadir

2018

Asia Pacific Educ. Rev.

Self Cite

View full text Add to dashboard Cite

This study investigated the antecedents to Nigerian business education teachers' perceptions of the usefulness of technology in the classroom. Theoretical support for the study was based on the work of Venkatesh and Bala's (Decis Sci 39(2):273-315, 2008) Technology Acceptance Model III where computer self-efficacy and perceived enjoyment were identified as antecedents to perceived ease of use of technology while subjective norm was identified as an antecedent to perceived usefulness. The study proposed a structural model to investigate whether computer self-efficacy, perceived enjoyment, and subjective norm were antecedents to teachers' perceived usefulness of ICTs in Business Education classrooms of Nigerian tertiary institutions. The study was a survey research involving 212 teachers sampled from the Business Education faculties of 13 tertiary colleges in Northwestern Nigeria, sub-Sahara Africa. The research instrument for data collection was a structured questionnaire using items adapted from previously validated studies. The questionnaire yielded high-reliability coefficients both at the pilot and actual study stages. SPSS version 22 was used for descriptive statistics analyses, and AMOS 22 was used for structural equation modeling. The study model explained about 33% of the variance in teachers' perceptions of the usefulness of ICTs in the classroom. Two of the hypotheses of the study were statistically significant. Teachers' computer self-efficacy and perceived enjoyment of ICTs were found to significantly influence their perceived usefulness of ICTs. The study recommends that Nigerian teachers should be trained to integrate ICTs in the curriculum and be provided with ICT support services in order to help them with ICT difficulties in the classroom.

show abstract

Section: Test Of the Structural Modelsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 83%

Section: Conceptual Model Of the Studymentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Antecedents to teachers’ perceptions of the usefulness of ICTs for business education classroom instructions in Nigerian tertiary institutions

Isiyaku

Ayub

AbdulKadir

2018

Asia Pacific Educ. Rev.

Self Cite

View full text Add to dashboard Cite

show abstract

“…Dukic et al (2012) analyzed students' ICT usage in Croatian higher education development management. Isiyaku et al (2015) developed an empirical modeling of ICT usage behavior among business education teachers in tertiary colleges of a developing country.…”

Section: Studies Of Ict In Relation To the Education Have Been Made Bmentioning

confidence: 99%

The Exploration of the Relationships Between the Global Competitiveness, the Ict and Education

Yildiz

2016

Business, Management and Education

View full text Add to dashboard Cite

Information and Communication Technology (ICT) is a key element for development and economic expansion. However, many of the developing countries appear to gain only small fraction of the advantages from the ICT sectors. Indeed, developed countries are taking the most of the advantages and opportunities brought by the use of ICT. Therefore, it is necessary to highlight the essential role and the significant relationship of ICT and education for gaining the competitive advantage. In this regard, this study investigates the complex relationships of some of the global competitiveness indicators of the ICT, education and the business sophistication and innovation factors. In this study, several statistically significant relationships are explored by applying canonical correlation analysis. These findings and significant statistical results are highlighted.

show abstract

A Review of the Determinant Factors of Technology Adoption

Oyetade

Zuva

Harmse

2020

Advances in Intelligent Systems and Computing

View full text Add to dashboard Cite

Empirical modeling of information communication technology usage behaviour among business education teachers in tertiary colleges of a developing country

Cited by 9 publications

References 49 publications

Antecedents to teachers’ perceptions of the usefulness of ICTs for business education classroom instructions in Nigerian tertiary institutions

Antecedents to teachers’ perceptions of the usefulness of ICTs for business education classroom instructions in Nigerian tertiary institutions

The Exploration of the Relationships Between the Global Competitiveness, the Ict and Education

A Review of the Determinant Factors of Technology Adoption

Contact Info

Product

Resources

About