Research Article
Thuy Thi Tang, Thuy Nga Nguyen, Huong Thi Thu Tran
CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep375
ABSTRACT
The purpose of this study is to examine factors that influence teachers’ intentions to use technology in assessments using the technology acceptance model (TAM) as a framework. An online survey was utilized to collect data, and 360 teachers participated in the survey. This study used partial least squares-structural equation modelling (PLS-SEM) to test the hypotheses to verify the effects of variables on teachers’ intention of e-assessment use. The model consists of four constructs: computer self-efficacy (CE), perceived ease of use (PEOU), perceived usefulness (PU), and frequent use of e-assessment tools (FoUAT). The findings revealed a significant influence path from CE to PEOU, FoUAT, and behavior intention. In addition, PEOU is a critical factor that positively impacts both PU and teachers’ behavior intentions. In contrast to our expectation, frequency of use was statistically insignificant and had no impact on teachers’ intention to use (IU) e-assessment tools. The total of these four variables corresponded to 71.4% of the variance of user intention. These results confirm that TAM is an effective model to explain teachers’ technology acceptance to use e-assessment tools for their teaching.
Keywords: computer self-efficacy, e-assessment tools, PLS-SEM, technology acceptance model
Research Article
Zeinab Azizi, Afsheen Rezai, Ehsan Namaziandost, Shouket Ahmad Tilwani
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep356
ABSTRACT
E-learning anxiety plays a key role in students’ success in online courses. One of the factors that may affect students’ e-learning anxiety is computer self-efficacy (CSE). However, the role of CSE in high school students’ e-learning anxiety has remained unexplored in the Iranian context. Therefore, the present mixed-methods study purports to explore the role of CSE in Iranian high school students’ e-learning anxiety. To this end, for the quantitative part, 410 female high school students were selected, as well as for the qualitative part, 30 female high school students were selected using a random sampling method. The required data were collected using a computer self-efficacy questionnaire, an anxiety in online classes questionnaire, and semi-structured interviews. The collected data were analyzed through a Pearson correlation analysis, a multiple-regression analysis, and a content analysis. Results revealed a strong negative correlation between the students’ CSE and e-learning anxiety. Further, the findings documented that the factors of CSE (i.e., beginning skills, mainframe skills, and advanced skills) determined the high school students’ e-learning anxiety. Moreover, the complementary qualitative findings yielded four overarching themes: ‘promoted digital literacy’, ‘increased problem-solving’, ‘increased learning satisfaction’, and ‘enhanced self-regulated learning’. Finally, a range of implications is suggested for different stakeholders.
Keywords: computer self-efficacy, e-learning anxiety, content analysis, high school students, online classes
Research Article
Ali Simsek
CONT ED TECHNOLOGY, Volume 2, Issue 3, pp. 177-187
ABSTRACT
This study examined the relationship between computer anxiety and computer self-efficacy of students and teachers in elementary and secondary schools. The sample included a total of 845 subjects from two private school systems in Turkey. The Oetting’s Computer Anxiety Scale was used to measure computer anxiety whereas the Murphy’s Computer Self-Efficacy Scale was used to measure computer self-efficacy of subjects. The results demonstrated that elementary students were less-anxious than secondary students; males had lower anxiety scores than females; and the difference between anxiety scores of students and teachers was not significant. However, students had higher self-efficacy scores than their teachers; elementary students were more self-efficient than secondary students; and males had higher computer self-efficacy scores than females. The correlation between the variables of computer anxiety and computer self-efficacy was moderate, negative, and significant.
Keywords: Computer anxiety, Computer self-efficacy, Attitudes toward computers, Beliefs about computers, Elementary education, Secondary education