FACTORS INFLUENCING THE ADOPTION AND USE

OF ICT AMONG ACADEMICIAN IN HIGHER

EDUCATION INSTITUTIONS

BY

ADEBIYI LOOKMAN ADEMOLA

A thesis submitted in fulfillment of the requirement for the

degree of Doctor of Philosophy in Information Technology

Kulliyyah of Information and Communication Technology

International Islamic University Malaysia

SEPTEMBER 2019

ii

ABSTRACT

Information and Communication Technology (ICT) is transferring the old traditional

paradigm of teaching and learning into a new paradigm of teaching and learning in

order to achieve economic prosperity through the development of human resources.

However, in many cases, adoption and use of ICT has not kept its promises up to the

expected standard. Despite the extensive works on the use of ICT in education, a

dearth of studies has considered the disparities in lecturers' adoption and use of ICT

tools to deliver their teachings across various academic disciplines in Higher

Education Institutions (HEIs). This study, therefore, investigates underlying factors

that influence lecturers' intentions towards adoption and use of ICT tools in teaching

and learning process across various academic disciplines in HEIs, using Nigerian

universities. The study used a theoretical model based on a well-established

technology acceptance model, Unified Theory of Acceptance and Use of Technology

2 model (UTAUT 2) and also integrated external constructs from Diffusion of

Innovation Theory (DOI), to propose the research model. The moderating effect of

academic disciplines on these factors towards lecturers' intentions was also

investigated. Methodologically, the study employed an explanatory sequential mixed

methods design, where data were obtained from lecturers across various disciplines

(N=336) in 11 universities, through a self-designed questionnaire, while semi-

structured interviews were also conducted amongst 5 purposively selected lecturers

who are faculty members from these Nigerian universities. Quantitative data were

analyzed by using Statistical Package for the Social Science (SPSS) and Partial Least

Square-Structural Equation Modelling (PLS-SEM), and the qualitative data were

analyzed thematically, using Nvivo 12. The results showed that out of 9 factors tested,

observability, habit, performance expectancy, and social influence are the important

factors in explaining lecturer's intention across various disciplines. Study findings also

showed that academic discipline does not have any moderation influence on these

factors. Hence, this study is significant in filling the existing research gap as the

findings practically contribute towards the exploration and explanation of lecturers’

adoption and use of ICT tools in teaching and learning process across various

academic disciplines in Nigeria HEIs. Furthermore, the explanatory sequential mixed

methods used may encourage the methodological diversity of future studies in the IS

research field. Suggestion for future research basically is the sustainability of the

findings. This is to understand the concept and further provide a guide that ensures

institutions progress effectively in an identical pattern in integrating ICT in teaching

and learning process especially in HEIs in developing countries context.

iii

ة البحثخلاصABSTRACT IN ARABIC

( بتحويل النموذج التقليدي القديم للتعليم ICTتقوم تكنولوجيا المعلومات والاتصالات )والتعلم إلى نموذج جديد للتعليم والتعلم من أجل تحقيق الرخاء الاقتصادي من خلال تنمية

استخدام تكنولوجيا المعلومات وارد البشرية. ومع ذلك، في العديد من الحالات لم يحافظ المللمعايير المتوقعة. على الرغم من الأعمال المكثفة حول والاتصالات على وعوده وفقا

استخدام تكنولوجيا المعلومات والاتصالات في التعليم، هناك دراسات قليلة بحثت في دروسهمشرح ام المحاضرين لأدوات تكنولوجيا المعلومات والاتصالات في التباينات في استخد

لذلك تبحث هذه (.HEIsفي مختلف التخصصات الأكاديمية في مؤسسات التعليم العالي )الدراسة في العوامل الأساسية التي تؤثر على رغبة المحاضرين في استخدام أدوات تكنولوجيا

لتعليم والتعلم عبر مختلف التخصصات الأكاديمية في المعلومات والاتصالات في عملية االتعليم العالي، وذلك باستخدام الجامعات النيجيرية. استخدمت الدراسة نموذج ا مؤسسات

نموذج النظرية الموحدة لقبول واستخدام و نظريً يستند إلى نموذج ثابت لقبول التكنولوجيا، ظرية نشر الابتكار لخارجية المدمجة من ن( وأيض ا التركيبات اUTAUT 2) 2التكنولوجيا

(DOI لتقديم نمو ).تم أيضا دراسة تأثير الاعتدال للتخصصات الأكاديمية على ذج البحثهذه العوامل فيما يتعلق برغبة المحاضرين. من الناحية المنهجية، استخدمت الدراسة تصميما

البيانات من المحاضرين من توضيحيا للطرق المختلطة المتسلسلة، حيث تم الحصول على جامعة، من خلال استبيان ذاتي التصميم، في 11( في N = 336مختلف التخصصات )

محاضرين تم اختيارهم عن قصد و هم أعضاء 5حين أجريت أيضا مقابلات شبه منظمة بين هيئة تدريس من هذه الجامعات النيجيرية. تم تحليل البيانات الكمية باستخدام الحزمة

للمربعات الصغرى لية الجزئية ( ونمذجة المعادلة الهيكSPSSحصائية للعلوم الاجتماعية )الإ(PLS-SEM وتم تحليل البيانات النوعية حسب الموضوع باستخدام ،)Nvivo 12 .

عوامل تم اختبارها، الملاحظة، والعادة، والأداء المتوقع، والتأثير 9أظهرت النتائج أنه من بين أظهرت نتائج عوامل الهامة التي تفسر رغبة المحاضر في الانضباط. كما الاجتماعي هي ال

iv

الدراسة أن الانضباط الأكاديمي ليس له أي تأثير على هذه العوامل. وبالتالي، فإن هذه الدراسة مهمة في سد الفجوة البحثية الحالية حيث تساهم النتائج عمليا في استكشاف

تكنولوجيا المعلومات والاتصالات في عملية التعليم وتفسير استخدام المحاضرين لأدوات علاوة لم عبر مختلف التخصصات الأكاديمية في مؤسسات التعليم العالي في نيجيريً.والتع

على ذلك، فإن الطرق المختلطة التتابعية التفسيرية المستخدمة قد تشجع التنوع المنهجي ح الدراسة استدامة النتائج للبحوث للدراسات المستقبلية في مجال البحث العلمي. تقتر

م الفكرة الأساسية وتوفير مزيد من التوجيه الذي يضمن تقدم المؤسسات المستقبلية وذلك لفهدمج تكنولوجيا المعلومات والاتصالات في عملية التعليم والتعلم ببشكل فعال في نمط مماثل

.وخاصة في مؤسسات التعليم العالي في سياق البلدان النامية

v

APPROVAL PAGE

The thesis of Adebiyi Lookman Ademola has been approved by the following:

_____________________________

Mira Kartiwi

Supervisor

_____________________________

Murni Mahmud

Internal Examiner

_____________________________

Mohamad Noorman Masrek

External Examiner

_____________________________

Helen Margaret Hasan

External Examiner

_____________________________

Mohammad Naqib S/O Ishan Jan

Chairman

vi

DECLARATION

I hereby declare that this thesis is the result of my own investigations, except where

otherwise stated. I also declare that it has not been previously or concurrently

submitted as a whole for any other degrees at IIUM or other institutions.

Adebiyi Lookman Ademola

Signature ........................................................... Date .........................................

vii

COPYRIGHT

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF

FAIR USE OF UNPUBLISHED RESEARCH

FACTORS INFLUENCING THE ADOPTION AND USE OF ICT

AMONG ACADEMICIAN IN HIGHER EDUCATION

INSTITUTIONS

I declare that the copyright holders of this thesis are jointly owned by the student and

IIUM.

Copyright © 2019 Adebiyi Lookman Ademola and International Islamic University Malaysia. All

rights reserved.

No part of this unpublished research may be reproduced, stored in a retrieval system,

or transmitted, in any form or by any means, electronic, mechanical, photocopying,

recording or otherwise without prior written permission of the copyright holder

except as provided below

1. Any material contained in or derived from this unpublished research may

only be used by others in their writing with due acknowledgment.

2. IIUM or its library will have the right to make and transmit copies (print

or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieved system

and supply copies of this unpublished research if requested by other

universities and research libraries.

By signing this form, I acknowledged that I have read and understand the IIUM

Intellectual Property Right and Commercialization policy.

Affirmed by Adebiyi Lookman Ademola

……..…………………….. ………………………..

Signature Date

viii

DEDICATION

This thesis is dedicated to my dear son, Haneef;

for not making it to see you being born,

for missing your first steps,

for not sending you off on the first day at kindergarten,

for not being there with you to celebrate your 1st and 2nd birthday.

I’m sorry to have missed these precious moments over these few years, working on

this thesis. I pray that the completion of the Ph.D. program makes our lives very much

better, Aameen.

ix

ACKNOWLEDGMENTS

In the name of Allah, The Most Gracious, The Most Merciful. Alhamdulillah, Praise

be to Allah, for His favours bestowed on me to complete this Ph.D. programme.

First and foremost, utmost gratitude goes to my father; Alhaji Rabb Adebiyi,

who has always been there to offer prayers, love, support, encouragement, and most

importantly for teaching me how to earn an honest living. A special acknowledgment

to my beloved wife, Rohimat, for her love, cooperation, patience, and immeasurable

sacrifices, most especially for taking good care of our dear son, Haneef, while I’m

thousands of miles away. It is also my utmost pleasure to thank my siblings; Adiat,

Mateen, and Sherif, for their endless support and motivation throughout my studies.

A special mention goes to my enthusiastic supervisor, Associate Professor Dr.

Mira Kartiwi. I would like to express my sincere gratitude and appreciation for her

supervision and guidance throughout my studies in IIUM, right from my Master and

now, my Ph.D. studies. I so much appreciate her invaluable attention, patience,

motivation, advice, providing me with immense knowledge that deepened and

matured my understanding of the subject of this research. I also appreciate my thesis

examiners for their review and comments.

Enormous appreciation also goes to Assoc. Prof. Dr. Rashidah Olanrenwaju,

for her warm-hearted and inspiring support in difficult times for which I will always

be grateful, Prof. Dr. Imad Fakri Taha Al-Shaikhli (KICT, Head of Research), for the

many job opportunities given to me, Assoc. Prof. Dr. Abd. Rahman Bin Ahlan, Sr.

Narieta Bt Bukhari, other staffs of Deputy Dean PG office, and Kulliyyah of

Information and Communication Technology, International Islamic University at

large, for their continuous support during my studies in Malaysia. May Allah grant all

your heart desires.

Finally, special thanks are due to all my In-laws, family and friends, far too

many to name, who have contributed in one way or the other, making this journey a

reality, may Allah reward you all abundantly. I will forever be grateful.

x

TABLE OF CONTENTS

Abstract ........................................................................................................................ ii Abstract in Arabic ........................................................................................................ iii

Approval Page .............................................................................................................. v Declaration ................................................................................................................... vi Copyright ..................................................................................................................... vii Dedication .................................................................................................................... viii Acknowledgments ........................................................................................................ ix

List of Tables ............................................................................................................... xvi List of Figures .............................................................................................................. xx List of Abbreviations ................................................................................................... xxii

CHAPTER ONE: INTRODUCTION ...................................................................... 1 1.1 Research Background................................................................................ 1

1.1.1 Nigeria and ICT in education ......................................................... 6

1.2 Problem Statement .................................................................................... 9 1.3 Research Questions ................................................................................... 11

1.4 Research Objectives .................................................................................. 12 1.5 Research Framework ................................................................................. 12

1.6 Research Methodology.............................................................................. 16

1.7 Scope and Limitations ............................................................................... 17

1.8 Significance of the Study .......................................................................... 18 1.9 Definitions of Terms ................................................................................. 19

1.10 Organization of Thesis ............................................................................. 20 1.11 Chapter Summary .................................................................................... 21

CHAPTER TWO: LITERATURE REVIEW ......................................................... 22 2.1 Introduction ............................................................................................... 22

2.2 Education................................................................................................... 22 2.3 Information Communication Technology (ICT) ....................................... 24 2.4 ICT and Education .................................................................................... 24

2.4.1 Overview of ICT in Education ....................................................... 25

2.4.2 ICT in Teaching and Learning Process .......................................... 27 2.4.3 Drivers of ICT in Teaching and Learning Process ......................... 28

2.4.4 Benefits of ICT use in Teaching and Learning Process ................. 29 2.4.5 Challenges of ICT use in Teaching and Learning Process ............. 30 2.4.6 ICT in Teaching and Learning in Developed Countries. ................ 32 2.4.7 ICT in Teaching and Learning in Developing Countries ............... 34

2.5 Nigeria ....................................................................................................... 37

2.5.1 Education in Nigeria ....................................................................... 39 2.5.2 Nigerian Universities ...................................................................... 40 2.5.3 ICT in Teaching and Learning in Nigerian Universities ................ 42 2.5.4 Barriers of using ICT in Teaching and Learning Process in

Nigerian Universities ...................................................................... 47

2.5.5 Gaps in ICT Enabled Education Adoption and Use Studies .......... 49 2.6 Chapter Summary...................................................................................... 50

xi

CHAPTER THREE: THEORETICAL FRAMEWORK ...................................... 51 3.1 Introduction ............................................................................................... 51

3.1.1 Defining ICT Adoption and Use..................................................... 51 3.2 Theories and Models of ICT Adoption and Use ....................................... 52

3.2.1 Theory of Reasoned Action (TRA) ................................................ 54 3.2.2 Theory of Planned Behaviour (TPB) .............................................. 56 3.2.3 Technology Acceptance Model (TAM) .......................................... 58

3.2.4 Enhanced Technology Acceptance Model (TAM 2) ...................... 62 3.2.5 Decomposed Theory of Planned Behaviour (DTPB) ..................... 64 3.2.6 Social Cognitive Theory (SCT) ...................................................... 66 3.2.7 Unified Theory of Acceptance and Use of Technology

(UTAUT) ........................................................................................ 69

3.2.8 Unified Theory of Acceptance and Use of Technology 2

(UTAUT2) ...................................................................................... 72

3.2.9 Diffusion of Innovations (DOI) Theory ......................................... 78 3.2.10 Summary of theories and models of ICT Adoption and Use ......... 85

3.3 Research Model ......................................................................................... 86 3.4 Research Framework on Utaut2 Model and DOI THEORY .................... 89

3.4.1 Research Applying the UTAUT2 model ........................................ 89 3.4.2 Research Applying the DOI Theory ............................................... 93

3.4.3 Research combining UTAUT2 with DOI Theory .......................... 96 3.5 Factors Influencing Adoption and Use ICT in Teaching and

Learning Process ....................................................................................... 98

3.5.1 Performance Expectancy (PE) ........................................................ 100

3.5.2 Effort Expectancy (EE) ................................................................... 100 3.5.3 Social Influence (SI) ....................................................................... 101 3.5.4 Facilitating Conditions (FC) ........................................................... 102

3.5.5 Hedonic Motivation (HM) .............................................................. 103 3.5.6 Habit (HT) ...................................................................................... 104

3.5.7 Observability (OB) ......................................................................... 105 3.5.8 Trialability (TR) .............................................................................. 106 3.5.9 Behavioural Intention (BI) .............................................................. 107

3.5.10 Use Behaviour (UB) ...................................................................... 108 3.5.11 Individual Characteristics Moderators ........................................... 109

3.5.11.1 Academic Disciplines ..................................................... 110

3.6 Conceptual Framework ............................................................................. 111

3.6.1 Study Hypotheses Development ..................................................... 113 3.7 Chapter Summary...................................................................................... 114

CHAPTER FOUR: RESEARCH METHODOLOGY ........................................... 115 4.1 Introduction ............................................................................................... 115 4.2 Research Paradigm .................................................................................... 115 4.3 Research Method ....................................................................................... 116

4.3.1 Quantitative Method ....................................................................... 117

4.3.2 Qualitative Method ......................................................................... 118 4.3.3 Mixed Method ................................................................................ 120 4.3.4 Justification of Selected Research Approach ................................. 121 4.3.5 Methods Adopted by ICT Enabled Education Studies ................... 123

4.4 Research Design ........................................................................................ 124

xii

4.4.1 Phase 1: Quantitative Phase ............................................................ 126 4.4.2 Phase 2: Qualitative Phase .............................................................. 127

4.5 Population and Sample .............................................................................. 128 4.5.1 Population ....................................................................................... 128 4.5.2 Sample and Sampling Technique ................................................... 129

4.6 Chapter Summary...................................................................................... 130

CHAPTER FIVE: QUANTITATIVE STUDY ....................................................... 131 5.1 Introduction ............................................................................................... 131 5.2 Research Environment: Nigeria Higher Education Institution

(HEIs) ........................................................................................................ 131 5.3 Sample and Sampling Technique .............................................................. 132

5.3.1 Sampling Frame .............................................................................. 132 5.3.2 Sample Size .................................................................................... 133

5.4 Survey Instrument Development............................................................... 134 5.4.1 Designing the Scale ........................................................................ 139 5.4.2 Scale Content Validity .................................................................... 141

5.4.2.1 Face Validity of the Instrument ........................................ 141

5.4.2.2 Content Validity ............................................................... 141 5.4.3 Refinement of the Instrument ......................................................... 147

5.4.4 Data Collection Technique ............................................................. 148 5.4.5 Pilot Study ....................................................................................... 149

5.4.5.1 Reliability Test of the Pilot Study .................................... 150

5.4.6 Ethical Consideration ...................................................................... 152

5.5 Quantitative Data Collection Procedure.................................................... 153 5.6 Quantitative Data Analysis ....................................................................... 154

5.6.1 Descriptive Statistics ...................................................................... 155

5.6.2 Structural Equation Modeling (SEM) ............................................. 155 5.6.2.1 Structural Equation Modeling Approaches ...................... 156

5.6.3 Partial Least Squares Structural Equation Modeling (PLS-

SEM) ............................................................................................... 157 5.6.3.1 Justification for Using PLS-SEM ..................................... 158

5.6.3.2 Procedure for Evaluating Models in PLS-SEM ............... 160 5.7 Descriptive Analysis ................................................................................. 160

5.7.1 Response Rate ................................................................................. 160

5.7.2 Respondents’ Demographic Profile ................................................ 161

5.7.3 Adoption and Use of ICT tools in Teaching Process by

Lecturers ......................................................................................... 168 5.8 Inferential Analysis ................................................................................... 190

5.8.1 Reliability Analysis ........................................................................ 190 5.8.2 Assessment of Measurement Model ............................................... 190

5.8.2.1 Indicator Reliability .......................................................... 192 5.8.2.2 Internal Consistency Reliability ....................................... 194 5.8.2.3 Convergent Validity ......................................................... 195

5.8.2.4 Discriminant Validity ....................................................... 196 5.8.3 Assessment of Structural Model ..................................................... 200

5.8.3.1 Coefficient of Determination ............................................ 201 5.8.3.2 Path Coefficients .............................................................. 202

5.8.3.3 Effect Size ........................................................................ 204

xiii

5.8.3.4 Predictive Relevance (Q2) ................................................ 205 5.8.4 Hypothesis Testing ......................................................................... 207

5.8.5 Assessment of Mediation and Moderation Variables ..................... 210 5.8.5.1 Mediator: Behavioural Intention ...................................... 210 5.8.5.2 Moderator effect: Academic Discipline ........................... 213

5.9 Chapter Summary...................................................................................... 215

CHAPTER SIX: QUALITATIVE STUDY ............................................................. 216 6.1 Introduction ............................................................................................... 216 6.2 Sample Selection ....................................................................................... 217 6.3 Research Instrument Design ..................................................................... 219

6.3.1 Interview Guide .............................................................................. 221

6.3.2 Pilot Study ...................................................................................... 222 6.4 Research Quality ....................................................................................... 223

6.4.1 Credibility ....................................................................................... 223 6.4.2 Dependability .................................................................................. 224 6.4.3 Transferability ................................................................................. 224

6.5 Qualitative Data Collection ....................................................................... 225

6.6 Qualitative Data Analysis ......................................................................... 227 6.7 Qualitative Data Findings ......................................................................... 230

6.7.1 Extent of lecturers’ adoption and use of ICT tools in teaching

and learning process across various disciplines in HEIs ................ 230 6.7.1.1 Use of ICT tools in teaching and learning process

by lecturers ....................................................................... 230

6.7.1.2 Types of ICT tools and the frequency of use in

teaching process by lecturers ............................................ 231 6.7.1.3 Barriers hindering lecturers’ adoption and use of

ICT tools ........................................................................... 233 6.7.2 Factors influencing lecturers’ adoption and use of ICT tools

in teaching and learning process across various academic

discipline in HEIs ........................................................................... 237 6.7.2.1 Performance Expectancy: ................................................. 237

6.7.2.2 Effort Expectancy ............................................................. 238 6.7.2.3 Social Influences .............................................................. 239 6.7.2.4 Hedonic Motivation .......................................................... 240

6.7.2.5 Habit ................................................................................. 241

6.7.2.6 Observability .................................................................... 241 6.7.2.7 Trialability ........................................................................ 242 6.7.2.8 Behavioral intention of lecturers towards adoption

and use of ICT tools in teaching and learning

process .............................................................................. 243 6.7.2.9 Influence of behavioral intention of lecturers

towards adoption and use of ICT tools in teaching

and learning process ......................................................... 244

6.7.3 Academic discipline role on use of ICT tool in teaching and

learning process .............................................................................. 245 6.8 Inference From Findings ........................................................................... 249 6.9 Chapter Summary...................................................................................... 251

xiv

CHAPTER SEVEN: DISCUSSION AND FINDINGS ........................................... 253 7.1 Introduction ............................................................................................... 253

7.2 Overview of the Research ......................................................................... 253 7.3 Discussion of Findings ............................................................................. 255

7.3.1 RO 1: Lecturers' Adoption and Use of ICT tools in teaching

process ............................................................................................ 255 7.3.2 RO 2: Factors Influencing Adoption and Use of ICT tools ............ 274

7.3.2.1 The effect of Performance Expectancy on

Behavioural Intention (BI) (H1) ....................................... 275 7.3.2.2 The effect of Effort Expectancy on Behavioural

Intention (BI) .................................................................... 276 7.3.2.3 The effect of Social Influences on Behavioural

Intention (BI) .................................................................... 278 7.3.2.4 The effect of Hedonic Motivation on Behavioural

Intention (BI) .................................................................... 280 7.3.2.5 The effect of Habit on Behavioural Intention (BI) ........... 281 7.3.2.6 The effect of Observability on Behavioural

Intention (BI) .................................................................... 283

7.3.2.7 The effect of Trialability on Behavioural Intention

(BI) ................................................................................... 284

7.3.2.8 The effect of Behavioural Intention on Adoption

and Use ICT tools ............................................................. 286 7.3.3 RO 3: Influence of Academic Discipline on Adoption and

Use ICT tools .................................................................................. 287

7.4 Chapter Summary...................................................................................... 289

CHAPTER EIGHT: CONCLUSIONS AND RECOMMENDATIONS .............. 290

8.1 Introduction ............................................................................................... 290 8.2 Research Findings ..................................................................................... 290

8.2.1 Extent of Lecturers' Adoption and Use of ICT Tools in

Teaching Process ............................................................................ 290 8.2.2 Factors Influencing Adoption and Use of ICT tools ...................... 293

8.2.3 Influence of Academic Discipline on Adoption and Use ICT

tools ................................................................................................. 295 8.3 The Final Model ........................................................................................ 296

8.4 Conclusion ................................................................................................ 297

8.5 Implication and Contribution of Study ..................................................... 301 8.5.1 Methodological Implication of Study ............................................. 301 8.5.2 Practical Implication of Study ........................................................ 302

8.6 Limitations of the Study ............................................................................ 303 8.7 Recommendation For Future Research ..................................................... 306

REFERENCES ........................................................................................................... 308

APPENDIX A: CONTENT VALIDITY LETTER TO EXPERTS ..................... 357 APPENDIX B: CONTENT VALIDITY JUDGEMENT ...................................... 358 APPENDIX C: PROFILE OF JUDGES FOR THE CONTENT

VALIDITY EXERCISE ................................................................ 362

xv

APPENDIX D: FINAL QUESTIONNAIRE ON EXPLORING DISPARITIES

IN LECTURERS’ ADOPTION AND USE OF ICT TOOLS ............ 363

APPENDIX E: INTRODUCTORY LETTER TO UNIVERSITY

MANAGEMENT ........................................................................... 368 APPENDIX F: EMAIL INVITATION TO CONDUCT A SURVEY

(LECTURERS) .............................................................................. 369 APPENDIX G: COVER LETTER .......................................................................... 370

APPENDIX H: FINAL QUESTIONNAIRE ONLINE REPORT ....................... 371 APPENDIX I: MAIN STUDY INTERVIEW GUIDE ......................................... 372 APPENDIX J: INFORMED CONSENT FORM ................................................. 373 APPENDIX K: INFORMED CONSENT FORM FOR AUDIO

RECORDING ................................................................................ 374

APPENDIX L: NOTATIONAL CONVENTIONS ............................................... 375 APPENDIX M: EXCERPT FROM TRANSCRIPT OF THE TELEPHONE

INTERVIEW WITH PARTICIPANT 1 ........................................... 376 APPENDIX N: PARTICIPANTS CODING .......................................................... 377

xvi

LIST OF TABLES

Table No. Page No.

2.1 Summary of importance of Education 23

2.2 Drivers of using ICT in Teaching and Learning Process 28

2.3 Benefits of using ICT in Teaching and Learning Process 29

2.4 Barriers of using ICT in Teaching and Learning Process 31

2.5 2014 Webometric ranking of universities in Nigeria 42

2.6 Research on using ICT in teaching and learning in Nigerian

universities across various disciplines 45

2.7 Barriers of using ICT in Teaching and Learning Process in

Nigerian Universities 48

3.1 Definitions of constructs and moderators in UTAUT and UTAUT

2 75

3.2 Definition of UTAUT 2 sub-construct 76

3.3 Summary of studies conducted using UTAUT2 model in IS

domain 90

3.4 Some studies based on DOI Theory 94

3.5 Research combing UTAUT2 model and DOI Theory in IS domain 97

3.6 Summary of past studies on factors influencing adoption and use

of ICT 99

3.7 Summary of hypotheses for the construct 113

3.8 Summary of hypotheses for each moderator 113

4.1 Method Design in use of ICT tools in teaching and learning

Research 124

5.1 Higher Education Institution in Nigeria 131

5.2 University Sampling frame 133

5.3 Krejecie and Morgan’s table for determining sample size 134

5.4 Sources of measurement items used in the study 137

xvii

5.5 Proportion of experts needed to establish CV beyond 0.05

significance level 144

5.6 Calculating Content Validity Index Ratio 145

5.7 Summary of Cronbach alpha values 151

5.8 Refinement of Instrument after Pilot Study 152

5.9 Comparison between CB-SEM and PLS-SEM 156

5.10 Rules of Thumb for PLS-SEM or CB-SEM 157

5.11 Study Population, Sample Size and Respondents Overview 161

5.12 Demographic Profile of Respondents 162

5.13 Respondents’ Adoption and Use of ICT in teaching process 169

5.14 Respondents use ICT tools in teaching process by Academic

Discipline 170

5.15 Respondents’ number of years of use of ICT in teaching process 171

5.16 Respondents’ Years of using ICT in teaching process by

Academic Experience 171

5.17 Respondents Academic discipline with Years of ICT tools use 172

5.18 Extent of Using ICT tools by Lecturers in teaching process 173

5.19 Respondents Academic discipline with use of Desktop Computer 174

5.20 Respondents Academic discipline with use of Laptop 175

5.21 Respondents Academic discipline with use of LCD 175

5.22 Respondents Academic discipline with Digital Audio and Video

devices 176

5.23 Respondents Academic discipline with use of Internet 177

5.24 Respondents Academic discipline with use of Multimedia

projector 178

5.25 Respondents Academic discipline with use of Interactive

whiteboard 179

5.26 Respondents Academic discipline with use of E-learning 180

5.27 Respondents’ level of Purpose of using ICT tools for some

purposes 181

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5.28 Respondents Academic discipline with Teaching in general in

lecture room 181

5.29 Respondents Academic discipline with PowerPoint presentations

during lectures 182

5.30 Respondents Academic discipline with Search information online

and using it during lectures 183

5.31 Respondents Academic discipline with Preparing lecture and

lecture notes 184

5.32 Respondents Academic discipline with Download relevant

materials during lectures 185

5.33 Respondents Academic discipline with Making use of software

packages during lectures 185

5.34 Respondents Academic discipline with Communicating with

students 186

5.35 Respondents Academic discipline with Perform experiments, etc. 187

5.36 Respondents Academic discipline with Show teaching material to

students 188

5.37 Perceived barriers to the use of ICT tools in teaching process 189

5.38 Internal Consistency for Instruments Items 190

5.39 Indicators Outer Loadings 193

5.40 Cronbach's alpha and composite reliability 195

5.41 Average Variance Extracted 196

5.42 Discriminant validity at the constructs level (Fornell-Larcker

Criterion) 197

5.43 Revised Discriminant validity at the constructs level (Fornell-

Larcker) 198

5.44 Cross Loading of Reflective Indicators 199

5.45 R2 values 202

5.46 Path Coefficients and T-statistics 203

5.47 Effect Size of the Model 205

5.48 Predictive Relevance 206

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5.49 Hypotheses Testing 209

5.50 Mediating effect of Behavioural Intention Results 211

5.51 Moderating Relationship 215

6.1 Participants’ Profiles and Interview schedule 227

6.2 Generated Themes 248

7.1 Mapping of the responses to Research Questions based on the

Data Source 255

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LIST OF FIGURES

Figure No. Page No.

1.1 UTAUT2 model adapted from Venkatesh et al. (2012) 13

1.2 Diffusion of Innovations (DOI) model from Rogers (1995) 14

1.3 Proposed Research Model 15

3.1 ICT Adoption Process from Kim and Crowston (2011) 52

3.2 Theory of Reasoned Actions (TRA) from Fishbein and Ajzen

(1975) 54

3.3 Theory of Planned Behaviour (TPB) from Ajzen (1991) 57

3.4 Technology Acceptance Model (TAM) from Davis et al. (1989) 59

3.5 Enhanced Technology Acceptance Model by Venkatesh and

Davis (2000) 62

3.6 Decomposed Theory of Planned Behaviour (Taylor and Todd

(1995) 65

3.7 Social cognitive theory by Bandura (1986) 67

3.8 UTAUT model adapted from Venkatesh et al. (2003) 70

3.9 UTAUT2 model adapted from Venkatesh et al. (2012) 73

3.10 Diffusion of Innovations (DOI) model from Rogers (1995) 79

3.11 Proposed Research Model 112

4.1 Explanatory sequential design adapted from Creswell (2003) 126

5.1 Example of construct and items with definition and summated

scale 140

5.2 Procedures of Model Assessment in PLS-SEM 160

5.3 Name of University 163

5.4 Gender 164

5.5 Age 164

5.6 Academic Degree 165

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5.7 Academic position 165

5.8 Academic discipline 166

5.9 Teaching Status 167

5.10 Years of Academic Experience 167

5.11 Years of ICT tools use 168

5.12 Research Measurement Model 191

5.13 The Research Structural Model 201

5.14 The results of the Research Structural Model 208

5.15 Mediating effect of Behavioural Intention 212

8.1 Model of Factors Influencing the Adoption and Use of ICT in

Different Academic Disciplines 296

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LIST OF ABBREVIATIONS

BI Behavioural Intention

DOI Diffusion of Innovation Theory

EE Effort Expectancy

FC Facilitating Conditions

FGN Federal Government of Nigeria

HEIs Higher Education Institutions

HM Hedonic Motivation

HT Habit

ICT Information and Communication Technology

NUC National Universities Commission

OB Observability

PE Performance Expectancy

PLS-SEM Partial Least Square-Structural Equation Modelling

SCT Social Cognitive Theory

SI Social Influence

SPSS Statistical Package for the Social Science

TAM Technology Acceptance Model

TAM2 Enhanced Technology Acceptance Model

TPB Theory of Planned Behaviour

TR Trialability

TRA Theory of Reasoned Action

UB Use Behaviour

UNESCO United Nations Educational, Scientific and Cultural Organization

UTAUT Unified Theory of Acceptance and Use of Technology

UTAUT 2 Unified Theory of Acceptance and Use of Technology 2 model

1

CHAPTER ONE

INTRODUCTION

1.1 RESEARCH BACKGROUND

The role of education traditionally has always been the preparation of people to live

and work within their own society (Abaidoo and Arkorful, 2014). This has made

education one of the most important needs for the well-being of the individual and that

of society (Adeoye et al., 2013). In fact, one of United Nations Educational, Scientific

and Cultural Organization (UNESCO) overriding aim is to ensure that all countries,

both developed and developing, have access to best educational facilities necessary to

prepare young people to play full roles in modern society and to contribute to the

knowledge nation (Yadav and Mehta, 2014).

Adesote and Fatoki (2013) argued that education is a very socially oriented

activity and that quality education has traditionally been associated with strong

teachers having high degrees of personal contact with learners. But then, with the way

the world is moving rapidly into digital media and information, the role of Information

and Communication Technology (ICT) in education is increasingly becoming more

important, and this importance will continue to grow and develop in the 21st century

(Noor-Ul-Amin, 2013). This is because the advancement in ICT has created different

opportunities to enhance education systems (Herath and Hewagamage, 2015).

Therefore, globalization of world economies, including the introduction of new and

sophisticated technologies are continuously placing much pressure upon institutions of

learning, as governments, employers and students are obviously expecting them to

have solutions to national problems (Abaidoo and Arkorful, 2014).

2

In a narrow sense, ICT refers to tools that assist learners by ensuring lifelong

access to knowledge and learning resources (Drigas and Ioannidou, 2013), while in a

broad sense, ICT is a factor that shapes the global economy and produces rapid

changes in the society (Sharma, 2012). A major part of the change is the emergence of

ICT-based teaching and learning environments (Park and Mills, 2014). This made the

role of ICT in teaching and learning to rapidly become one of the most important and

widely discussed issues in contemporary education policy (Thierer, 2000 in Adeoye et

al., 2013). In fact, most experts in education field agreed that, if ICT is properly used,

it holds great promise to improve teaching and learning, including shaping workforce

opportunities (Adeoye et al., 2013). This has put educational systems across the world

under tremendous pressure to use ICT to teach students knowledge and skills in the

21st century (Basak, 2015).

Higher education has been described by Olutola and Olatoye (2015) as an

instrument of social, political and economic development. Products of higher

education in any nation will determine the development of such a nation. Adoption

and use of ICT in higher education setting are done in different areas, including;

classroom teaching and learning, administrative, admission and finance (Barnnet and

Coate, 2005; Pearson and Somekh, 2006), however, to prepare students for the

challenges of the 21st century workplace and community leadership, the adoption and

use of ICT into teaching and learning process becomes inevitable (Onwuabgoke and

Ukegbu, 2010), since ICT gives rise to new digital skills and competence that are

needed for employment, education, training, self-development and participation in the

society (Kannan and Narayanan, 2011).

Knowing this, education, especially higher education is undergoing a paradigm

shift by integrating ICT (Uma Maheswari and Arulchelvan, 2012). Educational