ERIC Number: EJ1072731
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Reference Count: 46
Application of the Unified Theory of Acceptance and Use of Technology to the Use of ICT by Undergraduates in the School of Education, Makerere University
Bakkabulindi, F. E. K.; Mugagga, A. M.; Shopi, J. M.; Kabasiita, J.
African Higher Education Review, v9 n1-2 p4-17 Sep 2015
This survey sought to establish how performance expectancy (PE), effort expectancy (EE), social influence (SI) and facilitating conditions (FC) related to the use of ICT by undergraduate students in the School of Education at Makerere University. Descriptive analysis was done using percentages and means, while hypotheses were tested using Multiple Regression. The results suggested that EE and FC were significant positive correlates of the use of ICT, while PE and SI were not. These findings imply that to enhance the use of ICT by the undergraduates in the School, the ICT change agents have to enhance and maintain the EE or perceived user friendliness of ICT by acquiring ICTs that are user friendly ICT, that is, whose user interfaces (e.g. screens) give clues to users on what to enter and how to enter, in addition to being accompanied by user manuals. They also have to raise and maintain FC that is the levels of perceived compatibility of ICT among the students by soliciting their views on what hardware and software should be acquired.
Descriptors: Foreign Countries, Undergraduate Students, Technology Uses in Education, Schools of Education, Multiple Regression Analysis, Student Surveys, Correlation, Hypothesis Testing, Expectation, Student Attitudes, Computer Attitudes, Influence of Technology, Social Influences, Performance Factors, Likert Scales, Student Characteristics, Demography, Predictor Variables, Adoption (Ideas), Educational Innovation, Educational Practices
University of North Texas. 1155 Union Circle, Denton, Texas 76203. Web site: https://www.coe.unt.edu/african-higher-education-review
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Uganda