FACTOR AFFECTING ICT-BASED LEARNING IN HIGHER EDUCATION IN PHNOM PENH, CAMBODIA
Keywords:
Higher education, ICT-Based leaning, performance expectancy, Effort expectancy, Behavioral intention, Use behaviorAbstract
The purpose of this study was to examine the factors affecting the adoption of ICT- based learning of students in higher education in Phnom Penh, Cambodia. The conceptual framework was developed from previous studies which includes facilitating conditions, self-efficacy, perceived ease of use, performance expectancy, effort expectancy, behavioral intention and use behavior. The quantitative method was applied to distribute a questionnaire to 527 respondents. The multistage sampling technique was conducted in nonprobability sampling, using judgmental sampling to select undergraduate students in three private universities, quota sampling to calculate the sample size of each group, and convenience sampling to distribute a questionnaire online and offline. Before collecting data, Item-Objective Congruence Index (IOC) and Cronbach’s Alpha were employed to validate constructs. Confirmatory Factor Analysis (CFA) was used to verify convergent and discriminant validity, and goodness of fit indices. Structural Equation Model (SEM) was carried out to test the relationship among variables. The findings showed that performance expectancy and effort expectancy significantly affected behavioral intention, and behavioral intention positively affected use behavior. However, the results contradicted that facilitating condition, self-efficacy, and perceived ease of use were not significant on behavioral intention. Government, educators and practitioners are recommended to encourage significant factors to increase ICT-based learning adoption and learning efficiency of students by clearly communicating the benefits of system usage, improving system to be user-friendly and promoting the usage of the system more effectively to increase the level of system adoption among students.References
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