TY - JOUR
T1 - The influence of technology acceptance, academic self-efficacy, and gender on academic achievement through online tutoring
AU - Hanham, José
AU - Lee, Chwee Beng
AU - Teo, Timothy
PY - 2021
Y1 - 2021
N2 - The study focused on variables which were posited to capture undergraduate students' experiences with a large-scale online tutoring service, and relationships with the students’ perceptions of their academic capabilities and academic performance. A theoretical model incorporating variables from research on Technology Acceptance and Social Cognitive Theory was developed and tested. A total of 365 undergraduate students from a university located in Sydney, Australia, completed an online survey. Data were analysed using confirmatory factor analysis (CFA) and structural equation modeling (SEM), and multi-group analyses (MGA). The measurement model demonstrated configural, metric and scalar invariance. There were differences between males and females regarding latent means, with females scoring higher than males for facilitating conditions. The regression paths were consistent across males and females (i.e., invariant) in the full structural model. Facilitating conditions was positively associated with the perceived usefulness of technology, which in turn was positively associated with academic self-efficacy. Surprisingly, perceived ease of use did not have a statistically significant association with perceived usefulness. Academic self-efficacy was positively associated with academic achievement. Implications, particularly for online tutoring service providers, are discussed.
AB - The study focused on variables which were posited to capture undergraduate students' experiences with a large-scale online tutoring service, and relationships with the students’ perceptions of their academic capabilities and academic performance. A theoretical model incorporating variables from research on Technology Acceptance and Social Cognitive Theory was developed and tested. A total of 365 undergraduate students from a university located in Sydney, Australia, completed an online survey. Data were analysed using confirmatory factor analysis (CFA) and structural equation modeling (SEM), and multi-group analyses (MGA). The measurement model demonstrated configural, metric and scalar invariance. There were differences between males and females regarding latent means, with females scoring higher than males for facilitating conditions. The regression paths were consistent across males and females (i.e., invariant) in the full structural model. Facilitating conditions was positively associated with the perceived usefulness of technology, which in turn was positively associated with academic self-efficacy. Surprisingly, perceived ease of use did not have a statistically significant association with perceived usefulness. Academic self-efficacy was positively associated with academic achievement. Implications, particularly for online tutoring service providers, are discussed.
UR - https://hdl.handle.net/1959.7/uws:61196
U2 - 10.1016/j.compedu.2021.104252
DO - 10.1016/j.compedu.2021.104252
M3 - Article
SN - 0360-1315
VL - 172
JO - Computers and Education
JF - Computers and Education
M1 - 104252
ER -