Assessment of Institutional Factors of Faculty Learning Management System Adoption Using Extended Technology Acceptance Model
DOI:
https://doi.org/10.69478/JITC2024v6n4a01Keywords:
Extended Technology Acceptance Model, Institutional Factors, Learning Management System, State Universities and CollegesAbstract
Learning Management Systems (LMS) have been proven to encourage a constructive approach to knowledge acquisition and support active learning. One of the keys to successful and efficient use of LMS is how the stakeholders adopt and perceive this learning tool. This paper assesses the institutional factors that influenced the use of LMS among the selected State Universities and Colleges (SUCs) in Leyte and Biliran Provinces using the Extended Technology Acceptance Model (ETAM). The model was used to determine the actual usage of the system. Further, a quantitative non-experimental research design using a cross-sectional survey, purposive sampling, and stratified sampling was applied in the study. A sample of 306 faculty members completed a survey questionnaire via Google Forms. Data were analyzed using the mean and standard deviation, Pearson Product Moment Correlation Coefficient, one-way ANOVA, and Scheffe’s Post Hoc test. The study found significant relationships between institutional factors and their perceived ease of use and usefulness of LMS. Moreover, the faculty members’ perceived ease of use significantly affected their attitude towards using LMS. Likewise, the faculty members’ perceived usefulness of LMS significantly affected their attitude and acceptance of the use of LMS. Also, their attitude towards using the LMS significantly affected their acceptance of the use of the LMS. Furthermore, the results of the study have confirmed the reliability of ETAM in examining the adoption and acceptance of LMS. Thus, the researcher recommends a Google Classroom Guide for Educators website to be used among faculty members to enhance their teaching strategies and capabilities in using the platform.
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