The influence of technology acceptance, academic self-efficacy, and gender on academic achievement through online tutoring

Hanham, José; Lee, Chwee Beng; Teo, Timothy

doi:10.1016/j.compedu.2021.104252

Cited by 55 publications

(34 citation statements)

References 67 publications

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“…Overall, technology acceptance in this study was congruent with previous study on technology acceptance (Mutambara & Bayaga, 2021 ), whereby several studies reported only one of the two constructs being a significant predictor (Aburagaga et al, 2020 ; Barrett et al, 2021 ) or with indirect effect (Baber, 2021 ). The findings were consistent with previous literature on the relationship between PEU and PU as in H5 (Zardari et al, 2021 ), with some exceptions (Hanham et al, 2021 ). Hence, when a useful and user-friendly ecosystem is offered through technology enhanced learning, university students will have high intentions to using the platform for learning purposes.…”

Section: Discussionsupporting

confidence: 93%

“…Although research about specific types of technology in education is emerging, such as Huang and Teo ( 2021 ) who had identified that the extended model based on the Technology Acceptance Model was suitable to investigate the intention of English teachers in Chinese universities to use technology. As well as, Hanham et al ( 2021 ) who reported the infusion of the Technology Acceptance Model and Social Cognitive Theory to assess the relationships between academic perception, academic capabilities, and performance towards online tutoring among undergraduate students in Australia. The study of technology enhanced learning is limited because too much emphasis has been placed on specific technologies such as Learning Management Systems, e-learning, mobile applications, and mobile learning.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Technology enhanced learning acceptance among university students during Covid-19: Integrating the full spectrum of Self-Determination Theory and self-efficacy into the Technology Acceptance Model

Rosli

Saleh

2022

Curr Psychol

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This study proposes a unified theoretical model to integrate the full spectrum of Self-Determination Theory, self-efficacy, and the Technology Acceptance Model in understanding the acceptance of technology enhanced learning among university students during the Covid-19 pandemic. In the proposed theoretical model, 7 hypotheses were tested to understand the acceptance of technology enhanced learning. A total of 303 university students participated in this study. The Heterotrait-Monotrait (HTMT) ratio of correlation was applied to measure Discriminant Validity for the Covariance-Based Structural Equation Model. Based on the results, the unified theoretical model provided better insight to understanding acceptance of technology enhanced learning (R 2 = .71). Intrinsic motivation (IM), amotivation, motivation, and technology enhanced self-efficacy (TELSE) were identified as significant determinants of students’ perceived ease of use (PEU). Amotivation, motivation and TELSE were significant determinants of students’ perceived usefulness (PU) towards technology enhanced learning. During the Covid-19 pandemic, students had internalised external regulation and identified regulation. The empirical results also revealed that the relationship between amotivation and PEU were moderated by gender. Gender also played a role in moderating the effects of amotivation and motivation relationships towards PU. However, the relationships between IM and motivation toward PEU and TELSE to PU were vulnerable towards the moderating effects of gender and students' field of study. In conclusion, students’ view on technology acceptance have changed since the pandemic, therefore, their participation in design, development, and implementation of learning resources is much needed than before to improve their psychological motivation.

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Section: Discussionsupporting

confidence: 93%

Section: Theoretical Frameworkmentioning

confidence: 99%

Technology enhanced learning acceptance among university students during Covid-19: Integrating the full spectrum of Self-Determination Theory and self-efficacy into the Technology Acceptance Model

Rosli

Saleh

2022

Curr Psychol

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“…For example, in the host country, Masrom's [15] study highlighted that even though the Opposition in parliament and public interest groups raised several concerns over the difficulties of usage, privacy risks and lack of public consultation in terms of MNIS services, there is a lack of understanding on the difficulties faced by both genders in the adoption. Hanham et al [16] studied gender differences in general technology adoption in terms of diffusion of innovation variables such as relative advantage, ease of use, visibility, result demonstrability, critical mass and use intention. The results showed that females value ease of use and visibility more than males while males had a higher preference for relative advantage, result demonstrability and perceived critical mass.…”

Section: Literature Review Research Gap and Objectivementioning

confidence: 99%

“…Malaysian society has transformed from an underdeveloped to a strong developing economy in the past decades, with a significant number of educated middle-class citizens [15]. Despite the economic change, females' involvement in technology is considerably lower than males [16]. Imbalanced adoption of technology like MNIS generates gender inequality as males who use the technology more than females will have a greater advantage in accessing digital services such as banking, transportation, payment, healthcare, education, social benefits, etc.…”

Section: Introductionmentioning

confidence: 99%

Encouraging gender-inclusive acceptance of multipurpose national-identity smart cards

2022

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Purpose Gender-inclusive adoption of multipurpose national-identity smart cards (MNIS) is important to ensure gender equality, particularly in accessing public services offered by the card e.g. identity verification, healthcare, transit, banking, driving license, passport, etc. The aim is to study the gender differences in terms of the motivation and impediments of adopting MNIS to recommend gender-specific adoption strategies. Methodology The research framework is based on the Unified Theory of Acceptance and Use of Technology (UTAUT) with the added constructs of perceived credibility and anxiety. The data was collected through five hundred questionnaires from Malaysia (the MNIS pioneer) and analyzed using structural equation modeling. Findings The results show that females have significantly higher perceived credibility while males have significantly higher performance expectancy for MNIS. The correlation between performance expectancy and perceived credibility is significantly stronger among males. Practical implications Strategies recommended to policymakers include having social messages related to MNIS utility and convenience in campaigns targeting males while alleviating concerns over security and privacy for campaigns targeting females. Originality/value This is the first study that investigated the gender differences in adoption of MNIS by comparing the structural UTAUT models of both genders. The gender differences in MNIS adoption were explained using gender theories.

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“…So, perceived usefulness is “the degree to which a person believes that utilizing a given technology will increase their academic performance” ( Davis, 1989 ). A study’s findings show that e-learning is beneficial when: (1) the teacher is engaged and their activities in an e-course directly affect the student’s attitude toward the subject and the lecturer’s classroom performance ( Granić and Marangunić, 2019 ); (2) technology acceptance indirectly affects the student’s attitude toward the subject and the lecturer’s classroom performance ( Hanham et al, 2021 ); and (3) technology acceptance directly affects the student’s attitude toward the subject and lecturer’s classroom performance ( Keržič et al, 2019 ). Students must have a learning aptitude toward digital learning that would prompt them to engage in digital-based learning activities.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Technology Adaptation on Academic Engagement: A Moderating Role of Perceived Argumentation Strength and School Support

et al. 2022

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The COVID-19 pandemic has impacted routine activities such as attending to school and transferring education online. This study explores students’ perceptions of technology adoption and academic engagement using data from a survey (N = 465), with perceived argumentation and school support serving as moderators. The data were collected using a convenience sampling technique. The authors examined the association between perceived utility, perceived digital competitiveness, and perceived ease of use and academic engagement. While perceived utility and ease of use of online learning technologies do not appear to be connected with academic engagement, digital competence is. It is argued that there is a need to introduce an improvised mechanism for technology in schools. Academic involvement has no effect on perceived reasoning power, but social support has a considerable effect on academic engagement.

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The influence of technology acceptance, academic self-efficacy, and gender on academic achievement through online tutoring

Cited by 55 publications

References 67 publications

Technology enhanced learning acceptance among university students during Covid-19: Integrating the full spectrum of Self-Determination Theory and self-efficacy into the Technology Acceptance Model

Technology enhanced learning acceptance among university students during Covid-19: Integrating the full spectrum of Self-Determination Theory and self-efficacy into the Technology Acceptance Model

Encouraging gender-inclusive acceptance of multipurpose national-identity smart cards

The Impact of Technology Adaptation on Academic Engagement: A Moderating Role of Perceived Argumentation Strength and School Support

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