Mathematics, Science and Technology Education

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Browsing Mathematics, Science and Technology Education by Subject "Actual use"

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    Pre-Service Teachers' Acceptance of Learning Management Systems
    (Univeristy of Zululand, 2021) Chibisa, Admire
    Due to increased human and infrastructural requirements, face-to-face instruction in higher education institutions is now stretched and mostly very expensive. Most institutions are now exploring the possibility of large-scale online learning, which has been accelerated by the restrictions imposed by the Covid-19 pandemic. This study aimed to examine the factors that affect pre-service teachers’ (PSTs) acceptance and the continued use of the Moodle learning management system (MLMS) in the context of a South African rural university. To understand the phenomena under study, a model with 11 constructs was designed, underpinned by the technology acceptance model (TAM), and analysed using partial least squares structural equation modelling. The model was divided into three parts: external variables to the TAM (three factors), the TAM itself (five factors), and continued use variables (three factors). The study followed a quantitative design, for which data were gathered using a five- point Likert scale questionnaire, with items whose responses ranged from 1 - strongly agree, to 5 - strongly disagree, developed by the researcher in consultation with previous studies. A stratified sample of 325 PSTs, selected from a population of 3 250, participated in the study. A total of 252 respondents successfully completed and returned the questionnaires, giving a comprehensive return rate of 77.5%. Descriptive statistics from SPSS version 25 were used to analyse the demographic data, while SmartPLS version 3 was used to analyse the measurement and structural models of the study. The results showed that the six variables identified to explain PSTs’ acceptance of the MLMS were statistically accepted and that they combined to explain a substantive 66.9% of the variance in pre-service teachers’ behavioural intention to use Moodle, which in turn explained a notable 48.9% of the variance in actual use of the MLMS. Actual use of the system also explained 30.7% of the variance in PSTs’ confidence and 35.2% in preparedness. These results showed that users were moving positively in embracing the use of the MLMS. The overall model showed that all 10 explanatory variables explained 66.5% of the total variance in continued use. This means that the model is a good predictor of the vii factors that PSTs consider in their acceptance and continued use of the MLMS. Lastly, the moderation results showed that demographic variables do not influence pre- service teachers’ continued use of the MLMS. Empirical evidence from this study showed that the developed model is statistically valid and robust. It is recommended for use by stakeholders. PSTs are, therefore, encouraged to fortify their use of the MLMS as they seek success in their studies. Future research could be conducted to establish the 33.5% of factors not captured in this model. Further studies are also encouraged to use a qualitative approach that explores a deeper meaning into why respondents’ demographics failed to moderate between actual use of the MLMS and its continued use. KEYWORDS: Actual use, Continued use, Moodle learning management system, Technology acceptance model, Pre-service teachers.
University of Zululand