Report on Ict Level of Acceptance_17062014_nawal-Zaher -Siti

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ICT ACCEPTANCE AND USE AMONG UKM POSTGRADUATE STUDENTS

ZaherAtwa (P 71592)Nawal Mustafa (P 59223)

Siti Hashidah Mohd Nasir (P 66513)Universiti Kebangsaan Malaysia, Faculty of Education, Malaysia

INTRODUCTION

Information and communications technology (ICT) has become more important in the today’s

development of education. The use of this technology not only saves time and energy, it also

eases the access of information since it moves and happens within the cyber or virtual space

which has no exact location and specific time. From its daily usage in the form of

telecommunications, the Internet access and Wi-Fi connectivity, ICT has permeated every level

of an individual’s daily interaction andmakes its use almost necessary in every field.

ICT skills are one of the important elements in order for a country to achieve its nation’s

vision to produce a professional and highly skilled workforce. In line with the Pelan

Pembangunan Pendidikan Malaysia 2013 – 2025 (Malaysian Education Development Plan 2013

– 2025),the government emphasizes ICT skills as one of the important factors in developing a

knowledgeable society and moving towards K-economy. The government has listed the

utilization of ICT skills as one of the ways to increase the quality of teaching and learning in

Malaysia.

ICT in higher education

In higher education, students, researchers and teaching staff use ICT for multiple purposes – for

their professional work, for entertainment, socializing and shopping. The usage is not only

limited to educational and social reasons, as highlighted in Horvat, Oreski and Markic (2011),

ICT usage is on the increase due to the integration of ICT in higher education. The students have

access to the Internet for help with their research and study. Due to this daily growing network,

the competition in the knowledge game is in high speed. Academic achievement depends on the

ability to read, comprehend and communicate at high levels using ICT.

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Dulle (2011) mentions the importance of postgraduate students having the correct ICT

skills not only to prepare for their theses and dissertations but also for their future research. By

having skills in accessing scholarly, accurate and timely information, which is available on the

Internet, the postgraduate students are able to progress in their research. Needless to say, students

who are lagging behind in ICT skills will not be able to outperform their peers who have

mastered the use of ICT skills.

UTAUT Model of acceptance as a theoretical framework

Understanding why people accept or reject new information or communication technology has

been one of the most challenging issues in the study of new technologies. Among the various

efforts to understand the process of user acceptance of information systems, the Technology

Acceptance Model (TAM) which was introduced by Davis (1986) has become one of the most

cited theoretical frameworks. The model aims not only to explain key factors of user acceptance

of information systems, but also to predict the relative importance of the factors in the diffusion

of technological systems (Davis, Bagozzi, & Warshaw, 1989).

TAM is rooted in the theory of reasoned action (I Ajzen & Fishbein, 1980; Fishbein &

Ajzen, 1975), which has been applied to predicting and explaining user behaviors across a wide

variety of domains. According to the theory of reasoned action (TRA), a person's performance of

a specified behavior is determined by his or her behavioral intention to perform the behavior, and

behavioral intention is jointly determined by the person's attitude and subjective norms

concerning the behavior in question (I Ajzen & Fishbein, 1980; Fishbein & Ajzen, 1975).

Following the logic of the TRA, the TAM explores the factors that affect behavioral intention to

use information or computer systems and suggests a causal linkage between two key variables—

perceived usefulness and perceived ease of use—and users' attitude, behavioral intention, and

actual system adoption and use (F. D. Davis, 1986).

Theory of Planned Behavior (I. Ajzen, 1991), according to Ajzen, mentions intention as an

immediate predictor of behavior. Davis (1985, 1989), further developed TAM to explain

computer usage and acceptance of IT. TAM2 is the extension of TAM which includes social

influence process such as subjective norms and cognitive instrumental process. The Unified

Theory of Acceptance and Use of Technology (UTAUT) has condensed the 32 variables found

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in the existing eight models (TRA, TAM, TPB, C-TAM-TPB, MM, MPCU, IDT and SCT) into

four main constructs and four moderating factors. The combinations of the constructs and

moderating factors have increased the predictive efficiency to 70%, a major improvement over

previous TAM model rates.

Figure 1: UTAUT Model (Venkateshet.al., 2003)

PE - is the extent an individual believes the system will help them do their jobs better (PU)

EE - relate to how ease an individual believes the system is to use (PEOU)

SI - relate to whether or not important others’ influence an individuals’ intention to use the system.

FC - whether individual have the personal knowledge and institutional resources available to use the system.

UTAUT- Unified Theory of Acceptance and Use of Technology

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UTAUT also addresses how individual differences determine the acceptance and use of

technology. Looking at it in detail, the connection between PU, PEOU, and intention to use can

be moderated by age, gender, and experience. For instance, the strength between PU and

intention to use varies with age and gender in such a way that it is more significant for male and

young workers. Again the effect of PEOU on intention is also moderated by gender and age in

such a way that it is more significant for female and older workers, and the effect decreases with

experience. The UTAUT model accounted for 70% of the variance in usage intention, better than

any of TAM studies alone.

Objective of the Study

The objective of the research is to find out the level of acceptance and use of ICT among

graduate students in UKM.

Research Questions

1. What is the acceptance level of ICT among postgraduate students in UKM?

2. What is the level of use of ICT among postgraduate students in UKM?

3. Which factor contributes the most to the acceptance & use of ICT among postgraduate

students in UKM?

Hypothesis

Ho 1- There is no difference between male and female postgraduate students of UKM in using

ICT.

Ho 2 - There is no difference between Malaysian and non-Malaysian postgraduate students of

UKM in using ICT.

Ho 3 - There is no difference between single and married postgraduate students of UKM in using

ICT.

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METHODOLOGY

This study was conducted at National Universityof Malaysia(UKM) as a mini research project. A

survey questionnaire was administered using a random sampling of 44 postgraduate students.

The questionnaire containing 23 questions based on the UTAUT model (Venkatesh et al 2003)

and 6 demographic statements consist of age, gender, nationality, marital status, education level,

and faculty of study totaling 29 questions, was adapted from Oye, Aiahad, & Ab.rahim (2011).

The data was checked and screened for any errors. One negatively worded item was recoded, and

then deleted for reliability. Later, the items were regrouped into 5 constructs and SPSS version

20 was used in the data analysis.

Validity & reliability

UTAUT – Unified Theory of Acceptance and Use of Technology (Venkatesh et al., 2003) was

piloted using Chronbach Alpha coefficient (0.835) is greater than 0.7 (α>0.7) although the

number of the sample is only 4 and less than 10. To govern the validity and reliability of

questionnaires, 15 questionnaires amended from UTAUT were distributed to graduate students

of UKM as a pilot study.

Each of the 5 scales was checked for the reliability with its samples. It is found that they

are reliable and consistent with the samples. Chronbach’s Alpha coefficient is greater than 0.7

(α>0.7) for each of them although the number of the sample is less than 10 per each.

RESULTS AND DISCUSSION

Profile of the respondents

The study respondents are 44 students who are studying at Masters and PhD level in Universiti

Kebangsaan Malaysia in its main campus in Bangi, Selangor. There are 9 faculties involved in

this study, but the majority are from the Faculty of Education and Faculty of Social Science and

Humanities. A complete profile of the respondents is described in Table 1.

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Table 1: Profile of the respondents

Background Respondents Frequency Percentage

Age 21 to 30 19 43.231 to 40 18 40.941 to 50 6 13.651 to 60 1 2.3

Gender Male 23 52.3

Female 20 45.5

Nationality Malaysian 13 29.5

Non Malaysian 25 56.8

Marital status Single 23 52.3

Married 21 47.7

Level of study Master 23 52.3

PhD 20 45.5

Faculty Economic and Management 3 6.8

Engineering and Built 3 6.8

Education 13 29.5

Information Science & Technology 5 11.4

Islamic Studies 5 11.4

Science and Technology 5 11.4

Social Sciences & Humanities 9 20.5

Business 1 2.3

Law 1 2.3

Based on Table 1, the majority of postgraduate students range from age group 21 to 30

years (43.2%), followed by the age group 31 to 40 years (40.9%). Gender of respondents

consisted of 52.3% males and 45.5% females. In terms of nationality, 29.5% are Malaysian

students’ and 56.8% are non-Malaysian students. 52.3% are married, while the other 47.7% are

single. The study found that the students made up 52.3% of Masters students, and 45.5%

students are pursuing their PhDs. Majority of respondents were students of Faculty of Education

(29.5%), followed by the students from Faculty of Social Sciences & Humanities (20.5%).

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Descriptive Analysis

A descriptive statistical analysis is described in this section in order to provide a broad

understanding of the postgraduate students’ view of ICT acceptance and use. The participants

were asked to rate their level of agreement with each statement or question with appropriate

responses on a five item Likert scale. Where (1) is “Strongly Disagree”, (2) is “Disagree” (3) is

“Neither Agree nor Disagree”, (4) is “Agree”, and (5) is “Strongly Agree”.

Performance expectancy (PE1-4) which consists of four items (B1-B4)

The scales’ internal consistency with its samples was checked for the reliability. It is found that it

is reliable and consistent with its sample. The Inter-Item Correlation Matrix values are all

positive.By the same way, the reliability for other scales was checked.

Table 2: Reliability Statistics

Cronbach's Alpha Cronbach's Alpha Based on Standardized Items

N of Items

0.835 0.837 4

Table 3: Item Statistics

Mean Std. Deviation N

B1 4.00 1.000 41

B2 4.29 0.929 41

B3 4.24 0.888 41

B4 3.93 0.959 41

Table 4: Inter-Item Correlation Matrix

B1 B2 B3 B4

B1 1.000 .727 .704 .391

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B2 .727 1.000 .639 .362

B3 .704 .639 1.000 .550

B4 .391 .362 .550 1.000

Table 5: Summary Item Statistics

Mean Minimum

Maximum

Range Maximum / Minimum

Variance N of Items

Inter-Item Correlations

0.562 0.362 0.727 0.365 2.010 0.022 4

Table 6: Item-Total Statistics

Scale Mean if Item Deleted

Scale Variance if Item Deleted

Corrected Item-Total Correlation

Squared Multiple Correlation

Cronbach's Alpha if Item Deleted

B1 12.46 5.205 0.734 0.625 0.759

B2 12.17 5.645 0.691 0.561 0.780

B3 12.22 5.526 0.776 0.607 0.745

B4 12.54 6.305 0.484 0.302 0.869

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Table 7: Summary of survey responses (N=44): Performance Expectancy

ItemMean

Std. Deviation

Performance Expectancy 4.029 0.817

Q1 (PE1) I find the ICT offered at my institution useful in my job 4.00 0.976

Q2 (PE2) Using the ICT available enables me to accomplish tasks more quickly 4.30 0.904

Q3 (PE3) Using the ICT available increases my productivity. 4.25 0.866

Q4 (PE4) If I use the current ICT, I will increase my chances of getting a raise 3.93 0.959

Performance expectancy scale had a mean response of 4.03 and standard deviation of

0.817. Responses to performance expectancy questions (Q1-Q4) are related to the extent an

individual believes ICT helps them to do their job better. The overall results for these series of

questions associated to the perceived usefulness of ICT to the UKM graduate students were

positive. This implies that the university ICT system makes learning task more easily

accomplished, and making them more productive. The level of expected adoption of ICT is high.

It is clear that the performance expectancy scale has exerted the strongest effect. Therefore

performance expectancy is the most influential factor for the acceptance and use of ICT

by the respondents.

When one looks at questions Q1, Q2 and Q3 the notable thing within these

question group is that the mean for the usefulness of ICT is more than 4.0 out of 5.0 which is

more than 80%. Also, the responses to Q4 have 79% believing that using ICT would increase

their chance of getting a raise. The 79% is suggesting that there is perceived monetary

reward incentive linked with ICT usage and a future prospect of getting a better job with

higher pay.

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Table 8: Summary of survey responses (N=44): Effort Expectancy

ItemMean

Std. Deviation

Effort Expectancy 3.89 0.85

Q5 (EE1) My interaction with the ICT available is clear and understandable 3.91 0.91

Q6 (EE2) It would be easy for me to become skillful at using the current ICT 4.09 0.74

Q7 (EE3) I would find whatever ICT available easy to use 3.93 0.96

Q8 (EE4) Learning to operate an ICT is easy for me 3.90 1.08

Effort expectancy construct had a mean response of 3.89 and standard deviation of 0.85.

EE was significantly correlated with BI at the 0.01 level (2-tailed). Responses to effort

expectancy questions (Q5-Q8) are related to how easy an individual believes the ICT system is

to use. Overall results for this series of questions were perceived as being positive with

individual ability to easily use and understand the current ICT, which are always user friendly.

The result shows the highest mean of 4.09 that they could use ICT. EE has the highest

correlation with Behavioral intention (BI) at 0.323. All the constructs were significantly

correlated with BI but the strongest correlation was Q6 (EE2), which states that:“It would be

easy for me to become skillful at using the current ICT.”

Table 9: Summary of survey responses (N=44): Social Influence

ItemMean

Std. Deviation

Social Influence 3.76 0.684

Q9 (SI1) People who influence my behavior think I should use the ICT 3.77 0.868

Q10 (SI2) People who are important to me think I should use the ICT 3.70 0.887

Q11 (SI3) The senior management of this institution has been helpful in the use of the ICT 3.66 0.861

Q12 (SI4) In general, the organization has supported the use of the ICT 4.09 0.802

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Social Influence had a mean of 3.76 and a standard deviation of 0.684. This construct was

significantly correlated with BI with a correlation coefficient of 0.305. Responses to social

influence questions (Q9-Q12) are related to whether or not important others' influence an

individual's intention to use the ICT system. Overall results for this series of questions were

perceived as being slightly positive with regard to personal and institutional support, and other's

influence on their ICT system use. In general, senior officials would support the use of

technology for teaching and learning. Q12 (SI4) had an over whelming positive response with

82% of the respondents mean.

Table 10: Summary of survey responses (N=44): Facilitating Conditions

ItemMean

Std. Deviation

Facilitating Conditions 3.98 0.580

Q13 (FC1) I have the resources necessary to use the current ICT 4.05 0.844

Q14 (FC2) I have the knowledge necessary to use the ICT 4.00 0.940

Q15 (FC3) DELETED for reliability and consistency

Q16 (FC4) A specific person (or group) is available for assistance with ICT difficulties 3.48 0.943

Q17 (FC5) I could complete the job or task using the ICT ... .if there was no one around to tell me what to do as I go 3.60 0.903

Q18 (FC6) I could complete the job or task using the ICT ... .if I could call someone for help if I got stuck 3.50 1.000

Q19 (FC7) I could complete the job or task using the ICT ... .if I had a lot of time to complete the job for which the software was provided 3.80 0.878

Q20 (FC8) I could complete the job or task using the ICT ... .if I had just built -in help facility for assistance 3.75 0.811

Facilitating Condition had a mean of 3.98 and standard deviation of 0.580. Responses to

facilitating condition questions (Q13-Q20) asks if individual's have the personal knowledge

and institutional resources available to use the ICT. Overall results for this series of questions

were perceived as being slightly positive with respondents stating that they possess the

knowledge to use the ICT systems and that their institutions have a support structure available to

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users, should they need assistance. Q15 (FC3) was negatively worded, later it was deleted for

reliability and consistency. It is clear that the first two questions Q13-Q14 have the highest mean

of 80% of the respondents have the necessary information and resources to use the current ICT.

Table 11: Summary of survey responses (N=44): Behavior Intention

ItemMean

Std. Deviation

Behavior Intention 3.66 0.930

Q21 (BI1) I intend to use the ICT in the next 3 months 3.64 0.942

Q22 (BI2) I predict I would use the ICT in the next 3 months 3.68 0.983

Q23 (BI3) I plan to use the ICT in the next 3 months 3.66 1.010

Behavioral Intention BI had a mean of 3.66 and standard deviation of 0.930.

Responses for behavioral intention questions (Q21-Q23), is grounded in the theoretical

relationship between several technology acceptance and use models incorporating intention

to use a given technology with the actual usage of that technology. Thus, if a person's intention is

to use ICT, it is theorized that they will likely do so as intention is a good predictor of usage. The

overall results for this series of questions (73%) were perceived above the “neither agreeing nor

disagreeing” and near to that they intended to use ICT. These results indicate that the majority of

the participants are not quite confident of their intention to use ICT.

Table 12: Reliability and consistency of the scale (Chronbach’s alpha coefficient)Performance expectancy (PE1-4)

Effort expectancy (EE5-8)

Social influence (SI9-12)

Facilitating condition (FC13-20)

Behavioral intention (BI21-23)

ICT Acceptance (B1-23)

Mean 4.0284 3.8920 3.7614 3.9801 3.6591 3.9411

Std. Deviation 0.81629 0.84976 0.68403 0.58004 0.93036 0.60641

Cronbach alpha coefficient (α)

0.835 0.876 0.804 0.790 0.946 0.821

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Oye et al (2011)**. (Mean)

4.32 3.87 3.03 3.75 3.31

Oye et al (2011)**.Std. Deviation

0.665 0.562 0.300 0.592 0.465

Among the UTAUT constructs, performance expectancy (PE) has the largest mean of

4.03 which exerted the strongest effect. Therefore performance expectancy is the most influential

factor for the acceptance and use of ICT by the UKM postraduate students. This result is

consistent with Oye et al. (2011) study which was conducted in a Nigerian University. The

research found that tasks were easily accomplished when using university ICT hence making the

students more productive.

Correlation Analysis

Table 13: Correlations

CorrelationsPerformance expectancy (PE1-4





Performance expectancy (PE1-4

Pearson Correlation

1 0.755** 0.671** 0.549** 0.230

Sig. (2-tailed) 0.000 0.000 0.000 0.133N 44 44 44 44 44


Pearson Correlation

0.755** 1 0.737** 0.702** 0.323*

Sig. (2-tailed) 0.000 0.000 0.000 0.033N 44 44 44 44 44


Pearson Correlation

0.671** 0.737** 1 0.557** 0.305*

Sig. (2-tailed) 0.000 0.000 0.000 0.044N 44 44 44 44 44


Pearson Correlation

0.549** 0.702** 0.557** 1 0.278

Sig. (2-tailed) 0.000 0.000 0.000 0.068N 44 44 44 44 44

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Pearson Correlation

0.230 0.323* 0.305* 0.278 1

Sig. (2-tailed) .133 .033 .044 .068N 44 44 44 44 44

**. Correlation is significant at the 0.01 level (2-tailed).*. Correlation is significant at the 0.05 level (2-tailed).

The correlation is positive for all of them,small r=.10 to .29,,, medium r=.30 to .49,,, large r=.50 to 1.0

Facilitating conditions is significant to Performance expectancy at the 0.01 level (2-tailed), with r

= 0.549 and p-value 0.000. The correlation reveals that facilitating condition (that is whether

individual have the personal knowledge and institutional resources available to use the system)

has significant relation with performance expectancy (which is the extent an individual

believes the system (ICT) will help them do their jobs better).

Performance expectancy is significant to Effort expectancy, with r = 0.755and p-value

0.000. The correlation reveals that performance expectancy (which is the extent an individual

believes the system (ICT) will help them do their jobs better) has significant relation with effort

expectancy (which is related to how easy an individual believes the system (ICT) is to use). This

strong relationship shows that ICT will help the UKM postgraduate students do their tasks better,

they also believe that it will not be difficult to use.

Effort expectancy is highly significant to Social influence, with r = 0.737and p value

0.000. The correlation reveals that effort expectancy (which is related to perceived ease of use)

has very high significant relation with social influence. This relation is a true strong relation. The

UKM managers should improve the quality of ICT infrastructure, facilities and internet

services, so that UKM postgraduate students can accept and use ICT for teaching and

learning process.

Social influence is significant to Performance expectancy, with r = 0.671 and p value

0.000. The correlation reveals that social influence (which is related to whether or not important

others influence an individuals’ intention to use the system ) has significant relation with

performance expectancy (which is the extent an individual believes the system will help them

do their tasks better). The financial commitment placed on the awareness, adoption and

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ICT innovation by the managers of UKM has a strong relation on the perceived

usefulness of ICT in UKM by its postgraduate students.

The correlation of Behavioral intention with Effort expectancy shows that, the

value of r is 0.323 and is highly significant with p-value 0.033. BI (behavioral intention) and

effort expectancy (which is related to perceived ease of use of the ICT system).

Table 14: GenderGroup Statistics

Gender N Mean Std. Deviation Std. Error Mean


Male 23 3.9506 .58547 .12208

Female 20 3.9341 .65944 .14745

There were no significant difference concerning gender.

Table 15: Independent Samples Test

Levene's Test for Equality of Variances

F Sig. t df Sig. (2-tailed)

Mean Difference

Std. Error Difference

95% Confidence Interval of the Difference

Lower Upper


Equal variances assumed

.000 .993 .087 41 .931 .01650 .18982-.36684

.39985

Equal variances not assumed

.08638.394

.932 .01650 .19143-.37090

.40390

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Table 16: NationalityNationality No significant

difference concerning Nationality

NationalityNationality

No significant difference concerning Nationality

No significant difference concerning Nationality

There were no significant difference concerning nationality.

Table 17: Independent Samples TestLevene's Test for Equality of Variances

t-test for Equality of Means


Mean Difference



Lower Upper



3.594.066>0.05 .850 36 .401 .18084 .21263 -.25039 .61207


1.003

35.533

.323 .18084 .18034 -.18508 .54676

Table 18: Group StatisticsMaritalStatus N Mean Std. Deviation Std. Error

Mean


Single 23 4.1285 .48796 .10175

Married 21 3.7359 .66644 .14543There is a significant difference concerning marital status.Table 19: Independent Samples Test

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Levene's Test for Equality of Variances

t-test for Equality of Means


Mean Difference



Lower Upper



1.768 .1912.243

42 .030 .39253 .17501 .03935 .74571


2.212

36.435

.033 .39253 .17749 .03272 .75234

General use of ICT

The level use of ICT by the UKM postgraduate students is high. About 60% of the

respondents are using ICT 6-10 hours/day or more than that. While the minimum use of 1-5

hours/day is 40%. No respondent use ICT for less than one hour/day. The following figure

illustrates the ICT use.

Figure 1: General use of ICT

ICT use as a learning tool

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The level use of ICT by the UKM postgraduate students as a learning tool is very high as

well. All of them have used ICT as learning tool at least once/week. About 50% are using ICT

for several times a week; and about 27% using ICT several times in a day. This means that about

77% using ICT at least several times/week.

Figure 2: ICT use as a learning tool

The ICT devices

The following table illustrates the results, take into account the respondents didn’t

respond to all parts of the question. It will be enough if they respond (5) for laptop only, or

laptop and smartphone only and so on. This is why there are many missing respondents for some

parts of the item.

It is shown that 98% of the UKM graduate students are using laptop, 61% using

smartphone, 48% using tablet, 45% using desktop and 14% using other devices as ICT devices.

The interpretation for using the laptop is that it easy to carry and use.

Table 20: ICT devices used by postgraduate students

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Statistics

Desktop Laptop Smartphone Tablet Others

N Valid 20 43 27 21 6

% 45 98 61 48 14

Missing 24 1 17 23 38

Mean 2.65 4.74 4.04 2.81 1.33

Std. Deviation 1.182 0.875 1.224 1.327 0.816

CONCLUSION AND RECOMMENDATION

Based on the study, five variables that were suggested by UTAUT consisted of performance

expectancy, effort expectancy; social influence, facilitating conditions and behavioral intention

on age, gender, and nationality are not critically significant and do not influence the acceptance

of ICT among graduate students in UKM. Only marital status influences the acceptance of ICT

among graduate students in UKM. The result of this study was influenced by time constraints

faced by married couples. Those who are married but still continue their study obviously do not

have as much time to use ICT because of family commitments such as managing the household

and children. Otherwise, the study showed that those who are still single can allocate more time

using ICT because they do not have a commitment to other things other than studying.

This study was conducted at UKM to verify the objectives of the study of the awareness,

adoption and acceptance of ICT innovation of UKM postgraduate students. This is to provide

them with practical and functional knowledge of computer, internet and associated areas of ICT

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for improved effectiveness and efficiency. UKM should develop ICT policies and guidelines

that would support postgraduate students in their academic work and in their learning. ICT

tools should be made more accessible to both academic staff and students.

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Appendix: Questionnaire

ICT Acceptance and Use by UKM Graduate StudentsDear UKM Graduate Student,

The purpose of this study is to measure the most influential factors for the acceptance and use of ICT by UKM graduate students. Your participation in this study is very much appreciated and will be treated as confidential. We thank you in advance for your valuable cooperation and look forward for your support in responding to this mini questionnaire.

ICT definition according to UNESCO (2010) is: “ICT contains many technologies for capturing, interpreting, storing and transmitting information that enable us to receive, communicate or exchange information with others in a fast and easy way…”

Section A: Background

Please answer all the following questions by ticking (√) the appropriate box.

Age: 21–30 Gender: Male31 – 40 Female41 – 5051 – 60 Nationality: Malaysian

Non-MalaysianPlease state:_________

Marital Single Study Master Status: Married level of PhD

Others: ________ education:

Faculty: Dentistry MedicineEconomic and Management PharmacyEngineering and Built Environment Science & Technology

Education Social Science & HumanitiesHealth sciences Graduate School ofInformation Science and Technology

Business

Islamic Studies Law

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Section B- ICT Acceptance and Use

Please rate each of the statements according to the following scale

Strongly Disagree SD (1)

DisagreeD(2)

Neither Agree or DisagreeNAD(3)

AgreeA(4)

Strongly AgreeSA(5)

1 2 3 4 5

No.

Item SD D NAD

A SA

1. I find the ICT offered at my institution useful in my job 1 2 3 4 52. Using the ICT available enables me to accomplish tasks more

quickly1 2 3 4 5

3. Using the ICT available increases my productivity. 1 2 3 4 54. If I use the current ICT, I will increase my chances of getting a

raise1 2 3 4 5

5. My interaction with the ICT available is clear and understandable 1 2 3 4 56. It would be easy for me to become skillful at using the current

ICT1 2 3 4 5

7. I would find whatever ICT available easy to use 1 2 3 4 58. Learning to operate an ICT is easy for me 1 2 3 4 59. People who influence my behavior think I should use the ICT 1 2 3 4 510. People who are important to me think I should use the ICT 1 2 3 4 511. The senior management of this institution has been helpful in the

use of the ICT1 2 3 4 5

12. In general, the organization has supported the use of the ICT 1 2 3 4 513. I have the resources necessary to use the current ICT 1 2 3 4 514. I have the knowledge necessary to use the ICT 1 2 3 4 515. The system is not compatible with other ICT systems I use 1 2 3 4 516. A specific person (or group) is available for assistance with ICT

difficulties1 2 3 4 5

17. I could complete the job or task using the ICT ... .if there was no one around to tell me what to do as I go

1 2 3 4 5

18. I could complete the job or task using the ICT ... .if I could call someone for help if I got stuck

1 2 3 4 5

19. I could complete the job or task using the ICT ... .if I had a lot of time to complete the job for which the software was provided

1 2 3 4 5

20. I could complete the job or task using the ICT ... .if I had just built -in help facility for assistance

1 2 3 4 5

21. I intend to use the ICT in the next 3 months 1 2 3 4 522. I predict I would use the ICT in the next 3 months 1 2 3 4 523. I plan to use the ICT in the next 3 months 1 2 3 4 5

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Section C- ICT Devices and Use

Tick (√) the appropriate box

24. How many hours do you use ICT in a day?

Less than 1 hour Between 11 – 15 hours

Between 1 – 5 hours Between 16 – 20 hours

Between 6 – 10 hours Between 21 – 24 hours

25. How many times you use ICT as a learning tool in a week?

Not at all 2 or 3 times a week

Less than once a week Several times a week

About once a week Several times each day a week

26. Which devices do you use for ICT? (Rate 5 for the largest usage, 1 for the least usage)

Desktop Computer

Laptop Smart phone Tablet Others: (specify)

27. Why did you choose to use the ICT devices in Question 26?

______________________________________________________________________________________________________________________________________________________________________________________________________

Thank you for your cooperation, TerimaKasih, Salamatpo

তে�ামাকে� ধন্যবাদ , 谢谢, धन्यवाद, ありがとう , باتشکرازشما

لكم شكرا

24

References

Davis, F. D. (1986). A Technology Acceptance Model for Empirically Testing New End-User Information Systems. Unpublished PhD Dissertation, Massachusetts Institute of Technology, Massachusetts

Davis, Bagozzi, &Warshaw. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35, 982-1003.

Dulle, F. W. 2011. Acceptance and Usage of Open Access Scholarly Communication by Postgraduate Students at the Sokoine University of Agriculture and the University of Dar es Salaam , Tanzania 21(1), 17–27.

Horvat, J., Oreski, D. & Markic, D. 2011. Gender Differences in the Internet Usage among Postgraduate Students. Proceedings of the ITI, 281-286.

Oye, N. D., Aiahad, N. & Ab.rahim, N. 2011. Awareness , Adoption and Acceptance of ICT Innovation in Higher Education Institutions. International Journal of Engineering Research and Applications, 1(4), 1393–1409.

Pelan Pembangunan Pendidikan 2013 - 2025 (2013), Online: http://www.moe.gov.my/[15/6/2014]

Venkatesh, V., Morris, M. G., Davis, G. B. & Davis, F. D. 2003. User Acceptance of Information Technology : Toward A Unified View. MIS Quarterly, 27(3), 425–478.

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