Influence of Technical Support on Technology Acceptance Model to Examine the Project PAIR E-Learning System in Distance Learning Modality
Abstract
Adopting technology in this new normal education improved students' engagement and motivation to learn. This paper aimed to investigate the impact of technical support on Technology Acceptance Model to examine Project PAIR in the distance learning modality employing Partial Least Squares-Structural Equation Modeling. Applying a convenience sampling technique, the investigation involved 305 senior high school learners from a secondary school in Cagayan, Philippines. Sample sizes were calculated using the inverse square root and gamma-exponential methods. Results showed that technical support directly impacts the perceived ease of use, usefulness, and attitude toward using. The findings also revealed that the perceived ease of use of PAIR has a direct impact on its perceived usefulness and attitude toward use. In contrast, perceived usefulness directly influences the attitude toward using and behavioral intention to use. Likewise, attitude towards using directly impacts the behavioral intention and actual use, while behavioral intention directly influences actual use. This paper concluded that technical support is a reliable external variable of the technology acceptance model. Hence, the application of PAIR for remote learning is strongly recommended for the school and the public. It is also recommended that the schools must ensure that they have provided technical support to ensure the PAIR functioning runs appropriately. Further implications for institutions and future studies are also discussed in this paper.
Keywords
distance learning, e-learning system, technical support, technology acceptance model, pls-sem
Supporting Institution
LAL-LO NATIONAL HIGH SCHOOL
Project Number
1
Thanks
The researchers believe that this publication will demonstrate their appreciation to the institution and all individuals who contributed to the study's success through their involvement, collaboration, and support.
References
- Adams, D. A., Nelson, R. R., & Todd, P. A. (1992). Perceived usefulness, ease of use, and usage of information technology: A replication. MIS quarterly, 227-247.
- Agaton, C. B., & Cueto, L. J. (2021). Learning at Home: Parents' Lived Experiences on Distance Learning during COVID-19 Pandemic in the Philippines. International Journal of Evaluation and Research in Education, 10(3), 901-911.
- Ajzen, I., & Fishbein, M. (1977). Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychological bulletin, 84(5), 888.
- Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers' Covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127-144.
- Alqahtani, A. Y., & Rajkhan, A. A. (2020). E-learning critical success factors during the covid-19 pandemic: A comprehensive analysis of e-learning managerial perspectives. Education sciences, 10(9), 216.
- Al-Suqri, M. N., & Al-Kharusi, R. M. (2015). Ajzen and Fishbein's theory of reasoned action (TRA)(1980). In Information seeking behavior and technology adoption: Theories and trends (pp. 188-204). IGI Global.
- Amir, L. R., Tanti, I., Maharani, D. A., Wimardhani, Y. S., Julia, V., Sulijaya, B., & Puspitawati, R. (2020). Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC medical education, 20(1), 1-8.
- Bagozzi, R. P., Davis, F. D., & Warshaw, P. R. (1992). Development and test of a theory of technological learning and usage. Human relations, 45(7), 659-686.
- Barclay, D., Higgins, C. & Thompson, R. (1995), The Partial Least Squares (PLS) Approach to Causal Modeling: Personal Computer Adoption and Use as an Illustration, Technology Studies, 2(2), 285-309.
- Bassok, D., Smith, A. E., Markowitz, A. J., & Doromal, J. B. (2021). Child Care Staffing Challenges during the Pandemic: Lessons from Child Care Leaders in Virginia.
