CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Technology is derived from the Greek word “techne”, meaning art and craft, and the word

“logos” which means study. As introduced in a text by Volti (2019), the word “Techne” is

widely accepted to mean “skill “and “art.” The reconciliation of both interpretations of the

Greek word is facilitated by an appeal to the logical connections that exist between them.

According to Daniels (2017) as cited in Amin (2019), has it that, technology has become

within a very short time one of the basic building blocks of modern societies. Similarly,

Abdulla, Al-Hawaj, and Twizell (2018), stated that ICT has the potential to transform the

nature of society, and how people relate with one another within a given society. Technology

is the application of scientific knowledge to solve the diverse problems of society. The

development of trade and the rise of business were major causes of the Industrial Revolution.

According to Bandele, (2015), technology is a revolution that involves the use of computers,

the internet, and other telecommunication technology in every aspect of human endeavor.

New knowledge has enabled people to create new things, and conversely, many scientific

endeavors are made possible by technologies that assist humans in traveling to places they

could not previously reach, and by using scientific instruments by which nature is studied in

more detail than using our natural senses. Prasad (2016), indicated that the influence of

emerging roles of technology is felt in almost all the developed countries. Technology has a

significant impact on all areas of human activity (Brakel and Chisenga, 2020). ICT precedes

science, and is as old as man himself. Technological development in today’s world affects

social, economic, political, and educational areas which create substantial changes.

Technologies play a significant role in improving the learning and teaching process; they can
also reach more learners at lower cost and provide better educational services (Altunisik &

Akturk, 2021; Duygu & Aktürk, 2021; Noroozi et al., 2021; Öztürk et al., 2021; Yılmaz &

Hebebci, 2022).

Technology is a potentially powerful tool for offering educational opportunities among

undergraduate students and underserved constituencies including persons with disabilities, as

well as all others who for reasons of cost or because of time constraints. Hashmi, Dahar, and

Sharif (2019) consider technology as an ordering of special equipment used to share ideas and

information among everyone. According to Newton (2021), the use of technology, especially

in the education sector, enhances access to education and training among learners and

improves the learning and teaching process, which, in turn, creates huge advantages for

educational institutions seeking to provide students with services in a competitive

environment. The use of ICT has become an integral part of Education in many parts of the

globe (Obinna, 2014). Technology has been adopted and used everywhere and in everything

with which it engaged most students to become skilled in technology; hence, universities and

schools must update and upgrade their services, specifically by adopting different

technologies that will promote the desired learning outcomes. Technology is changing the

processes of teaching and learning by adding elements of vitality to learning environments

including virtual environments for different purposes. The usage of ICT has been an

instrumental change to improved livelihoods through the creation of employment

opportunities, increased productivity, market access, etc. On their account, Karim and Hassan

(2016) noted that exponential growth in digital information changes the way students perceive

study and reading and how printed materials are used to facilitate study. Based on the

extended usage of ICTs in education the need appeared to unravel the myth that surrounds the

use of information and communication technology (ICT) as an aid to teaching and learning,
and the impact it has on students’ study habits and academic performance. It is generally

believed that ICTs can empower learners. (Nikou & Economides, 2017), on their part opined

that the use of technology creates new educational opportunities. ICT provides an opportunity

for asynchronous learning and expands Progress in basic skills with an impact on the

development of modern technology and the new methods of production, transport, and

communication that have recently emerged. The exponential growth in the acceptance and use

of technology for teaching and learning in the higher educational sector has imposed pressure

on academics and students to embrace technology in different disciplines/ faculties of

learning. Electronic learning systems are now the most innovative tool used by science

students worldwide to provide top-notch instruction (Sholikah & Sutirman, 2020).

Technology devices are highly used for information storage and retrieval. In academic

institutions, technology has the potential to accelerate, enrich, and deepen skills, motivate,

engage students, and help them relate school experience to work practices, create economic

viability for tomorrow's workers, as well as strengthen learning among undergraduate

students. As a result, ICT facilities in universities can be used in support of administrative

processes, teaching and learning, research, national networking, libraries and information

services, and so on. This is why ICT has been seen as a tool for potentially transforming

relationships among students, faculty, staff, and other stakeholders. There is no doubt that the

impact of ICT in the educational sector has been changed, and has become an enabler of

efficient and effective learning and research environment. Today, digital technologies which

comprise several gadgets such as hardware, software, multimedia, and delivery systems are

available. In Education, ICT encompasses a great range of rapidly evolving technologies such

as desktop, laptop, DVDs, notebook, and handheld computers, digital cameras, local area

networking, Bluetooth, Internet, cloud computing, the World Wide Web (www); and
applications such as word processors, spreadsheets, tutorials, simulations, email, digital

libraries, computer-mediated conferencing, video conferencing, virtual environment,

simulator, emulator, etc.

It is important to mention that, the acceptance of newer information communication

technologies being integrated in learning with older technologies, has enabled the existence of

resources and services to be in continuous use. According to Nwosu (2014), technology in

education could increase the effectiveness of learning, bridging the gap between the teacher-

student ratio and improving the overall quality of learning. (Schindler et al., 2017). In general,

studies have shown that students report high levels of satisfaction with the adoption of

educational technology as it allows them to interactively engage in learning. Students also

believe that technology facilitates their greater understanding of course content, contributes to

higher academic achievement, and better prepares them for the technology-dependent

workforce (Schindler, Burkholder, Morad & Marsh., 2017). Most universities and other

educational institutions have been changing how they deliver education to learners, such as

the learning and teaching environment, platforms, and areas including the offering of

admission, library services, concealing, etc.

However, it is essential to understand that despite the numerous significances of technology in

different areas of life, there are factors that affect its acceptance among undergraduate

students, and other educational institutions which make it difficult to successfully implement

and enjoy the benefits of these technologies. Furthermore, (Pérez- Escoda et al., 2019),

indicated that acceptance of technologies alone cannot enhance the teaching and learning

results if they are not accompanied by proper training. Similarly, (Inozu et al., 2015), have

found that undergraduate students accept technology for learning but their use of technology
often lacks sufficient effectiveness. It has been known for a long time that attitude is a strong

factor of intention. Many users today are probably exposed to online education and have

formed an opinion towards using technology ranging from positive to negative. (Suki and

Suki, 2014). A lot of studies have been carried out to unravel the factors that determine

students’ interest in acceptance of science, and technology. (According to Sahin et al. (2017),

students’ interest in acceptance of technology is dependent on parental expectations and

students’ motivational beliefs. Equally (Ito & McPherson, 2018), have it that students’

acceptance of technology depends on their regards about technology. Acceptance of

technology is partly determined by the ability to establish a synergistic interaction between

technological innovation and human values. New technologies make it possible for

complicated collaborative activities of teaching and learning by dividing it in space and time,

with seamless connectivity between them, due to its capability to offer at any time and

anywhere, and its access to remote learning resources.

Ajisegiri (2014), observed that Technology has the potential for increasing access and

improving the relevance and quality of education. People accept and apply technology to

achieve either commercial, industrial, health, agricultural, or educational objectives. Equally,

Jeffries et al. (2020), opine that ICT technology has caught the consideration of students from

all works of life, most especially in many aspects of their daily lives – at home, in school, and

at work. In other words, ICT utilization is practically unavoidable in our everyday lives. Its

effect is felt in every part of society by its common expanding request in the school

environment. This is the reason it has become clear that the utilization of the ICT framework

in all areas of life is currently known and generally adequate (Madu, Vandi & Chagwa, 2018).
There has been a significant change brought about by the advent of ICT in universities. In

tertiary institutions of learning, the significant importance of technology to science students

when using the laboratory (microscope), academic central library, or the faculty of science E-

e-library cannot be over-emphasized. Agu (2016) submitted that a library can be considered a

storehouse of knowledge. Many students love reading using library computers, or making use

of their technologies like iPads, phones, or palm tops. This is due to its accuracy, cheapness,

and ease of use when compared with the price of books which rises to an exorbitant price. The

E-library provides an opportunity for students to borrow books for reading, or research

purposes online. According to National Policy on Education (2014) section II under

educational services, the working policy document states that the library is the heart of the

education enterprise. The policy goes further to explain that, the virtual library serves as a

platform for sharing knowledge which is aimed at revitalizing Nigerian schools through the

provision of current books, journals, and other information resources using digital technology.

However, the success of new technology introduced into the educational system cannot be

achieved if students do not accept and use the technology. Based on the aforementioned, this

research investigation will consider one of the most prominent models of technology, which is

the Unified Theory of Acceptance and Use of Technology to unravel the determination of

acceptance of technology among undergraduate students in the faculty of science, Taraba

State University.

1.2 Statement of the Problem

Technologies have made the world a worldwide town. As a result, human endeavors like

commerce, politics, sports, religion, education, and so on have become globalized. In

education, undergraduate students use ICT to search and retrieve data to support their
classroom learning. Despite this enormous significance of technologies, issues surrounding

acceptance of technology have been determined by its flexibility, accessibility, ease of use,

and overall engagement. undergraduate think that through the use of technology, online

learning is fast, cheaper, and can be used easily by everyone, and is suitable for all levels of

learning.

Johnson et al., (2016) classified the threats to technology acceptance into first-order barriers

and second-order barriers, and stated that first-order barriers included issues surrounding

insufficient equipment or connectivity, inadequate training, inadequate technical support, and

organizational/peer support. Second-order problems included educators’ attitudes and beliefs,

teacher resistance, and lack of teachers’ skills and knowledge. Learning via the use of

technology, or ICT in Nigerian institutions faces considerable hurdles in many parts of the

developing world. In the context of problems faced by science Undergraduate students, is the

fact that undergraduates were not been provided with current ICT facilities by the government

that students can adopt to enhance their learning and research activities. Most students appear

not to be aware of the existence of the E-library section. Students are not given adequate

access to few available technologies, and internet facilities within the science faculty as a

result of constant poor management, and low budget allocations. Consequently, this

endangers poor academic performance among undergraduate students. ICT facilities are

mostly used as tools to support the administrative services of the institution, without

deploying the transformative potential of ICT to teaching and learning in classroom settings

and usage by students in the university. The acquisition of necessary skills and the use of

technology facilities is even more critical because the effective use of ICTs helps in producing

high-level manpower in all fields of human endeavors. Academic institutions are filled with

outdated books, and unimproved laboratories, which bedeviling education nationwide.

It is now observed that science undergraduate students in universities are underutilizing the

available technology facilities in their institutions to aid their learning and research activities.

The findings of Ahmed, Chowdhury, Rahman, and Talukder (2014) indicated that, despite the

enormous technologies available, 1000,000 private and public university students were facing

academic difficulties and may eventually opt out of school if there are no interventions

organized for them. This implies that higher education students partially make use of

technologies to supplement their learning. This might be attributed to the absence of

possession of essential skills for ICT usage. Unless students possess requisite ICT skills while

at school, they will not be able to compete effectively with their counterparts in the global

market force after graduation. (Poore, 2021) stated that students would be unable to

accomplish a liberating, collective intellect unless they can reach collective educational

technology literacy. Technology is central to the development of a nation or people. Relevant

information about any technology provides quality services to educational patrons.

In conclusion, from the aforementioned studies, students’ determinant of acceptance of

technology depends on its availability, and accessibility of the ICT that are within their

institutions of learning. This is in line with the sayings of (Smith, 2020). Technology has

become an integral part of higher education, enabling students to access information rapidly

and visually. According to Newton (2021), the use of technology, especially in the education

sector, enhances access to education and training among learners and improves the learning

and teaching process, which, in turn, creates huge advantages for educational institutions

seeking to provide students with services in a competitive environment. The paucity of

documented empirical evidence on technology acceptance among undergraduate students in

Taraba State. It is against these backdrops that the researcher intends to carry out these
 investigations to determine the acceptance of technology among undergraduate students in the

faculty of science, at Taraba State University Jalingo.

1. 3 Purpose of the Study

Specifically, the following objectives are formulated to guide this study.

i. To determine the availability of ICT facilities for learning among undergraduate

students in the faculty of science, TSU, Jalingo.

ii. To determine the level of accessibility of the ICT facilities among undergraduate

students in the faculty of science, TSU, Jalingo.

iii. To find out the performance expectancy influence of learning among undergraduate

students in the Faculty of Science, TSU, Jalingo.

iv. To determine the effort expectancy learning among undergraduate students in the

Faculty of Science, TSU, Jalingo.

1.4 Research Questions

i. what is the availability of ICT facilities for learning among undergraduate students in

the Faculty of Science, TSU, Jalingo?

ii. what is the level of accessibility of the ICT facilities among undergraduates in the

faculty of science, TSU, Jalingo?

iii. How do the performance expectancy influence learning among undergraduate students

in the Faculty of Science, TSU, Jalingo?

iv. How is the effort expectancy learning among undergraduate students in the Faculty of

Science, TSU, Jalingo?

1.5 Significance of the Study

This Research will be meaningless if the findings do not help in solving a particular problem.

This Study will provide useful knowledge and skills needed for technology acceptance among

science undergraduate students. They will be enlightened on the availability, and accessibility

of technology, and further assist them to achieve quality utilization of ICT learning materials.

Similarly, students of Taraba State University and beyond will equally benefit as the study

will reveal the level of student’s acceptance of information communication technology (ICT).

The investigations will serve as a valuable working document in the hands of the university

management, providing the necessary information needed in planning policies, and programs

towards enhancing the acceptance of available ICT facilities for the institutions. Equally, the

study will serve as a vital document in the hands of the government, and educational planners

to incorporate ICT into the undergraduate scholastic educational program and instruct

technology, and proficiency courses to students, and a long-lasting solution to students’

acceptance of technology to increase academic performance of students.

In a like manner, researchers, technologists-in-training, and educators would find this study a

worthy companion as it would provide and enrich literature for effective teaching and learning

in universities. Finally, this study will add to the existing body of literature on technology and

further create room for further research on related issues.

1.6 Scope of the Study

The scope of this study is Jalingo, the capital of Taraba state. The research will specifically

investigate the faculty of science, at Taraba State University Jalingo. The study is aimed at

determining the acceptance of technology, availability, level of accessibility of technology

facilities, and the performance expectancy influence learning among students, and to
determine the effort expectancy learning among students in the Faculty of Science, TSU,

Jalingo.

The instrument for data collection will be limited to the questionnaire. while undergraduates’

science students of Taraba State University Jalingo, will serve as respondents.

1.7 Definition of Terms:

Determinants: This is a factor that decisively affects the nature or outcome of students.

Acceptance: The fact of being received as adequate, valid, or suitable.

Technology: This is the practical application of scientific knowledge to solve real-world

problems and improve human welfare.

Undergraduate: Students taking courses at the first-degree level.

Science: Is the systematic study of the structure and behavior of the physical and natural

world through observation, experimentation, and the testing of theories against the evidence

obtained.

Performance Expectancy: it is the degree to which one believes that the job performance

will improve by using innovative technologies.

Effort Expectancy: How an individual feels that he/she easily uses technology and how

much strength of ease is there in the usage of technology.

 CHAPTER TWO

REVIEW OF RELATED LITERATURE

The focus of this chapter is to review various literatures within the reach on the subject of

investigation on the determinant of acceptance of technology. Thus, the researcher reviewed

literature by various indigenous authors and beyond in the area of technological acceptance

among undergraduates. Furthermore, the chapter is subdivided into conceptual Framework;

theoretical Framework; Review of Empirical Studies; and Summary of the Reviewed Related

Literature.

2.1 Conceptual Framework

The following concepts were reviewed:

2.1.1 Concepts of Determinant

A Determinant is a factor that decisively affects the nature or outcome of something.

However, studies have shown that a variety of factors influence learners' views. The factors

that make technology more appealing to students are its flexibility, accessibility, ease of use,

and overall engagement. Online learning is fast, cheaper, and can be used easily by everyone,

and is suitable for all levels of learning (Shreshtha et al. 2019; Salloum et al. 2019; Pérez-

Pérez et al. 2019). ICT skills have been noticed to have a determining influence on technology

adoption. Globally, information and communication technology skills are fast gaining

prominence and becoming one of the most important elements that determine the basic

competencies of students (Adeyomo, 2015). Students’ confidence, and motivation

significantly determine their interest in the learning of science Otoo et al (2018). Most

universities and other institutions continually update their systems and strategies as none is

willing to lag behind the others or miss out on any opportunity to improve (Kurdi et al. 2020).

Determinants of university student’s interest in their acceptance of any technology began

from a teacher-focused or teacher-led model to a more student-focused model in which

students work together, make their own decisions, and take an active role in learning

(Swedish National Association for School Improvement, 2018 as cited in Geoffrey, 2015). In

a like manner, a study among female students (Ndirika & Agommuoh, 2017), reported that

Female active participation in acceptance of technology in Nigeria can be determined by

important factors like home raising, school, and societal training. In addition, Gana et al.

(2019) found that students’ achievement in subjects like physics is dependent on motivation,

self-efficacy, and focus on control.

The determinant of technology acceptance looks at the decisions that students make when it

comes to adopting, embracing, or rejecting new technologies. (Lai, 2014) Caspi et al. (2019)

revealed that students' positive attitudes toward technology and their ability to accept

significantly determine their interest in the courses. All so, family supports students’ interest

and self-efficacy which significantly determines their level of interest in using technology for

learning (Sha et al., 2016). Age, gender, prior computer literacy skills, and individual learning

styles are all important determinants of student acceptance of technology. Similarly, several

studies have it that, the majority of students enrolled in online courses are satisfied with the

form of instruction. Students’ interest in science courses can be improved by making science

lessons interesting or making the social significance of science, using technology in teaching

courses like engineering, and medical laboratory courses, which can be best known to them.

(Badri et al., 2016). Sellami et al. (2017) found that perceptions of homework assignments,

self-confidence, and intentions to pursue further study had a significant influence on students’

interest in science. Emotional intelligence, self-esteem, and self-efficacy are significant

predictors of students' achievement in science (Ugwuanyi et al., 2020). Studies have

compared differences in academic achievement between students who have been taught with

technological enhancement (i.e., lecture recordings and podcasts) and those who are not

taught by it. The results demonstrated that students who learned academic content using

technology had enhanced classroom out-performed, then those who learned the content

without technology. (Schindler et al., 2017). Determinant of technology among university

students is based on technological flexibility, parental support, motivation, individualism,

self-esteem, and self-efficacy.

2.2.2 Concept of Technology

Technology according to Yusuf (2015), opine that technology has the potential to enrich, and

deepen skills to motivate and engage students, to help them relate school experiences to work

practice, and to help teachers improve their teaching methods. Many countries now regard

understanding technology and mastering the basic skills and concepts of technology as part of

the core of education, alongside reading, writing, and numeracy. According to Daniels (2017)

as cited in Amin (2014) technology has become within a very short time, one of the basic

building blocks of modern society. Many researchers have researched the implications of

technology on teaching and learning (Adeyomo, 2015). Technology has taken a central

position in all spheres of human endeavor. Their roles in societal development have been

considered pervasive. Karisiddappa (2014) asserts that “for the sustainable development of

any Nation, technology has become essential knowledge to every nation and more so to the

developing nations”. This indicates that technology now serves as the backbone for societal

development in all ramifications. Information and Communication Technology are now

applied to all fields of human endeavor.

2.2.3 Concepts of Technology Acceptance

Technology acceptance reflects students’ perceptions and readiness that technology is useful

and easy to use, and thus, interested in using it for self-direct learning. Bottia et al. (2018)

indicated that students’ acceptance of technology in higher institutions in Nigeria, among

students depends on their attendance at a high school with a technology program. Technology

Acceptance allows students to investigate more thoroughly in the real world. Related studies

also explored the relationship between learners’ technology acceptance and other variables,

such as the relationship between technology acceptance and research constructs are self-

regulated learning, self-efficacy, and learning anxiety (Cho and Kim, 2014; Lai, 2014).
Technology is a term that includes any communication device or application, encompassing

Radio, television, cellular phones, computer and network hardware and software, satellite

systems, as well as various services and applications associated with them, such as video

conferencing and distance learning (Azeez, 2014). Some scholars see it as a term that

encompasses a lot of activities involving the acquisition, storage, processing, and

dissemination of information through the use of appropriate software and hardware designed

for that purpose. Students can more readily access information sources outside the classroom

and can use tools to analyze and interpret information. Information may be accessed through

online systems or data logging systems. The technologies allow them to receive feedback,

refine their understanding, build new knowledge, and transfer from school to non-school

settings.

Technological literacy, or the ability to accept and use technology effectively and efficiently,

is thus seen as representing a competitive edge in an increasingly globalizing job market.

However, there appears to be a misconception that generally refers to ‘computers and

computing-related activities. This is fortunately not the case, although computers and their

application play a significant role in modern information management, other technologies or

systems also comprise the phenomenon that is commonly regarded as technology. Studies

have tried to find out the impact of learning with the use of ICT and also assess the

availability of resources. The studies have shown that students can be prepared to use various

technologies during active learning and to develop knowledge and skills independently by

using offline materials and content (Lorenzo & Gallon, 2018; Kirkwood & Price, 2014.

2.2 Theoretical Framework

2.2.1 Unified Theory of Acceptance and Use of Technology (UTAUT)

The theoretical framework for this study is (UTAUT), a unified theory of acceptance and use

of technology. The theory was developed by Venkatesh et al. (2003) revised existing theories

and models on acceptance of new technologies and proposed (UTAUT) by reviewing and

integrating eight previously established user acceptance models. The three main constructs

that directly determine behavioral intention are proposed, namely, performance expectancy,

effort expectancy, and social influences. Besides, behavioral intention and facilitating

conditions are foreseen as predictors of actual behavior (usage). Accordingly, the core

UTAUT (i.e., the three main constructs of the UTAUT theorem) was used to explore the

factors that influence students’ acceptance of technology integration in the classroom (Birch

& Irvine, 2018), as well as to evaluate students’ e-learning acceptance (Mahande & Malago,

2019), and students’ usage of e-learning systems in developing countries (Abbad, 2021).

Usually, the original model is extended by simply adding additional constructs. For example,

in the investigations of university students’ behavioral intentions toward using technology in

higher education, UTAUT was extended by incorporating the constructs of mobile self

efficacy, perceived enjoyment, satisfaction, and trust (Chao, 2019). In another study, the

UTAUT model was applied to examine the effects of different factors that were identified

from the literature on students’ acceptance of mobile learning applications in higher

education, in particular perceived information quality, perceived compatibility, perceived

trust, perceived awareness, availability of resources, self-efficacy, and perceived security

(Almaiah, Alamri, & Al-Rahmi, 2019). The theory (UTAUT) gains greater relevance and

application to persons or organizations considering the adoption of a particular kind of

innovation like, technological materials. Each interaction with any technological learning

materials creates a certain level of user satisfaction and consequently acceptance. Increased
satisfaction leads to repeated use of the technology which in turn, increases the user

satisfaction level.

Venkatesh et al. (2003), provide a basic conceptual framework by combining models that

explain the individual acceptance of technology which is the basis of this research. As a result

of research that emerged from different disciplines such as information systems, sociology,

and psychology many theories have been put forward and applied (Davis, Bagozzi, &

Warshaw, 2019). In the research, eight main theoretical models: The personal Computer

Usage Model; Innovation Diffusion Theory; Technology Acceptance Model; Theory of

Reasoned Action; Combined TAM-PBT; Theory of Planned Behavior; Social Cognitive

Theory, and the Motivational Model were determined (Venkatesh et al., 2003), which gave

rise to UTAUT and its capacity to explain behavioral intention and adoption of technology in

any works of human endeavor.

Although there are many types of research with emerging models and theories, there are very

few studies that empirically compare theory and models (Wong, Russo, & Mcdowall,

2014). Such as Venkatesh et al. (2003) proposed the UTAUT model shown in Fig. 1, which

aims to combine usage models by analyzing eight competing models trying to explain the

users’ technology acceptance and usage intention.

Fig. 1. The Unified Theory of Acceptance and Use of Technology (UTAUT),

(Venkatesh et al., 2003).

Unified Theory of Acceptance and Use of Technology (UTAUT), comprises four main

factors. These are; performance expectancy, social influence, effort expectancy, and

facilitating conditions are factors. In addition, UTAUT includes four intermediate individual

variation variables, gender, age, experience, and voluntariness of use, which predict the

relationship between primary factors and behavioral intention and use behavior (Venkatesh

et al., 2003). According to UTAUT, there are determining factors that directly affect intention

or use in models combined within the UTAUT framework. These determining factors are

called performance expectancy (PE), social influence (SI), effort expectancy (EE), and

facilitating conditions (FC). According to the literature review, the FC is empirically

identified as the direct determinant of adopting the behavior. Venkatesh et al. (2003) stated

that behavioral intention does not affect behavioral intention. These factors play a prominent

role as direct determinants of user acceptance and usage behavior.

Many researchers are increasingly testing UTAUT to explain technology compatibility

(Afonso et al., 2012; Kabanda & Brown, 2017; Sezer & Yilmaz, 2019; Wang, Wu, & Wang,
2019). UTAUT is used to evaluate the use of information systems and information technology

in public institutions. As noted earlier, three constructs in the model explain the behavioral

intention to accept a technology, these constructs are the performance expectancy, effort

expectancy, and social influence, and the facilitating conditions explain use behavior. As

such, this research shall use and adopt performance expectancy and effort expectancy to

explain the intention to accept technology in the h5e faculty of Science, Taraba State

University, Jalingo. This is depicted in Fig. 2.2 below.

Performance Expectancy

Behavioral intention

Effort Expectancy

Figure 2.2 Adoption model from UTAUT

The purpose of the model is to enable the researcher to determine the strength of the

predictors: performance expectancy and effort expectancy on the faculty of science students,

Taraba State University's intention to accept technology for learning.

2.3 Empirical Studies

Performance expectancy refers to the degree of belief that the individual using the system

will perform higher. The influence of performance expectancy has been confirmed in both

voluntary and compulsory settings and situations with less experience (Lu, Zhou, & Wang,
2019). However, from a theoretical point of view, performance expectancy may differ

according to gender and age (Venkatesh et al., 2003). Within the scope of this research,

performance expectancy means that users prefer EDMS due to its usefulness, as it makes

business faster, increases productivity, and is in general useful in performing its duties. In

many studies using the UTAUT model, the performance expectancy factor has been shown to

have a significant impact on the intention to use (Al-Gahtani, Hubona, & Wang, 2017;

Ramesh, Akhtar, & Dash, 2017; Al Awadhi & Morris, 2018; Afonso et al., 2022).

Effort expectancy expresses the degree of convenience regarding the use of the system. The

effort expectancy factor influences behavioral intention in both voluntary and compulsory use

environments. However, it has been observed that the effort expectancy factor becomes

insignificant in long-term and continuous use which validates previous research. Age, gender,

and experience variables may differ in effort expectancy (Venkatesh et al., 2003). Carter and

Belanger (2004) that effort expectancy provides the measurement of a system’s interface

design, ease of use, flexibility, and ease of learning. Therefore, it is expected that the usage

intention of EDMS will be easy to use without effort. In many studies using the UTAUT

model, the effort expectancy factor has been shown to have a significant impact on intention

to use (Kabra et al., 2017; Chen & Hwang, 2019; Oktal,2020. Dulle & Minishi-Majanja,

2021).

Moon and Rho (2019) examined the acceptance of e-learning technology in a university in

Peru, 240 Students took part in the survey. Results from their study suggest that social

influence significantly predicts behavioral intention. In the same study, Maldonado et al.

(2019) found behavioral intention to significantly predict use behavior. Carlsson, Carlsson,

and Hyvönen (2016) examined the acceptance of mobile telephones and found that
performance expectancy, effort expectancy, and social influence are predictors of behavioral

intention. Also, Wu, Tao, and Yang (2017) investigated the acceptance of 3G services in

Taiwan and found performance expectancy and social influence as predictors of behavioral

intention. Interestingly, the authors also found performance expectancy, effort expectation,

social influence, and facilitating conditions as predictors of use behavior.

He and Lu (2017) further suggest that performance expectancy and social influence are

predictors of behavioral intention toward consumers’ acceptance of mobile advertising. The

authors also found that facilitating conditions and behavioral intention predict use behaviour.

Cheng, Liu, Qian & Song (2018) examined the acceptance of internet banking, results suggest

that performance expectancy and social influence predict intention.

Furthermore, Šumak, Polančič, and Heričko (2015) found that social influence has a

significant impact on students’ behavioral intention to use Moodle and students’ behavioral

intentions are a powerful predictor of the use of the e-learning system. Cheng, Liu, Song, and

Qian (2018) investigated the validity of UTAUT using 313 intended users of Internet banking

in China, the results suggest that performance expectancy and social influence are strong

predictors of behavioral intention. In a similar study, Cheng, Liu, and Qian (2018) found

performance expectancy and social influence of the UTAUT constructs as predictors of user’s

behavioral intention toward internet banking. In addition, an empirical study by Fang, Li, and

Liu (2018) suggests that performance expectancy, effort expectancy, and social influence

significantly predict managers' intention to engage in knowledge sharing using Web 2.0.

Maldonado, Khan, AlAwadhi, and Morris (2018) investigated the adoption of e-government

services using UTAUT, the survey was carried out on 880 students and revealed that

performance expectancy, effort expectancy, and peer influence determine students’ behavioral
intention. Similarly facilitating conditions and behavioral intentions determine students’ use

of E-government services. Also, Biemans, Swaak, Hettinga & Schuurman (2015) used the

UTAUT model to examine nurses’ behavioral intentions towards the use of Medical

Teleconferencing Application, the study revealed that performance expectancy and effort

expectation are high predictors of behavioral intention but social influence prediction power is

low.

From the aforementioned, it could be seen that these two constructs of UTAUT under

investigation influence behavioral intention to accept technology in many spheres of

endeavor. Be it in industries, business settings such as banking, or educational institutions.

With the development trend tilting towards ICT being an enabler, it is imperative to ascertain

the acceptance of technology among students to serve as a factor for introducing it when

students are ready to accept it. So, based on that, this research tends to determine the

acceptance of technology among undergraduate students in the faculty of science, at Taraba

State University Jalingo.

2.4 Summary of Literature Review

The literature review was a critical look and discussion of works previously done on the topic

under study. It dealt with the general overview of the determinants of acceptance of

technology among undergraduate students at university. It becomes necessary to make

undergraduate students understand the place of technological materials in academic growth

and development, which becomes within a very short time, one of the basic building blocks of

modern society.

Furthermore, it is relatively important to understand as observed from most literature that

technology played a vital role based on students’ ability to accept and use technology, and
with evidence to how different researchers indicated several factors which significantly

predict behavioral intentions of undergraduate students towards acceptance of technology.

Consequently, different works by different authors have tried to expose or uncover the

importance as well as the determinants of acceptance of technology among undergraduate

students at universities.

CHAPTER THREE

RESEARCH METHOD

3.1 Introduction

The research method adopted for this study is the descriptive method. The descriptive survey

method involves the study of the population through the use of samples, the result obtained

from the samples can be applied to the entire population. This chapter examines the method

and procedure under the following sub-headings: Research Design, Area of Study,

Population, Sample of the Study, Instrumentation, Validity of the Instrument, Reliability of

Instrument, Administration, and Method of Data Analysis. All have been highlighted in this

chapter.

3.2 Research Design

The researcher adopts a descriptive research design. This is because the study involves the

collection of data from a given population of respondents at various departments within the

faculty of science. Anie, (2015) defined descriptive research as a systematic collection of data

from a population or samples of a population through the adoption of interviews or

questionnaire techniques to seek the opinions of the population on a particular issue.

Descriptive research design is a useful means that is adopted when handling a large

population, especially on issues that involve systematic collection of data through the use of

questionnaires. In a like manner, Bello and Ajayi (2015). Adoni, (2017) observed that his
method enables the researcher to describe an event through systematic documentation of

current opinions and information on research work. Ekeh, (2018) explained that the

"descriptive method of research is connected with generalized statistics resulting when data

are obtained from a large number of cases". Thus, since the research used questionnaire for

the collection of data to Determine of acceptance of technology among undergraduate

students in the faculty of science at Taraba State University, Jalingo. The descriptive research

design was considered appropriate for the study.

3.3 Area of Study

The area of study is Jalingo LGA, the capital of Taraba State, it is located in the Northcentral

geopolitical zone of Nigeria. Jalingo falls under the Tropical savannah climate and it has an

average temperature of 29 degrees centigrade. The estimated population is about 241,590

inhabitants, prominently the Mumuye and Fulani, and the major religious practices are

Christianity and Islam. The LGA lies on the foothills of the Shebshi mountains and has an

average humidity level of 49 percent. It is an urban and cosmopolitan area that has a lot of

hotels, banks, industries, schools, etc. which are either Government or privately-owned

institutions.

This research study is carried out at Taraba State University Jalingo. The main university

institution for the Taraba state government was established on 28 th May 2018. The Taraba

State University was located at Jalingo local government headquarters of Taraba State,

between 8.53’N and longitude 11.57’E. the aim of establishing the University is to widen

access to university education among Taraba state indigenes and beyond and to promote

economic development in the country. Right from inception, the University set out for itself a

goal that is captured in its Motto: Harnessing Nature Gifts. The University is guided, by the
National and International manpower needs usually accredited by the National University

Commission (NUC), Abuja. The university has ten faculties, and seventy-five departments

which are apportioned within each of the faculties.

The faculties include the faculty of science, faculty of Education, faculty of Engineering,

faculty of communication and media studies, faculty of Arts and Humanities, Faculty of

Social Science, faculty of management science, Faculty of Agriculture, Faculty of Health

Science, and faculty of Law. The current Vice-Chancellor is Prof, Sunday Bako from 2022 up

to date. The previous Vice Chancellors of the university are Prof. Ado Vincent Tenebe,

(2017-2022), Prof. Catherine Musa (Acting Capacity), (2016-2017), Pro. Mohammed Sani

Yahaya (2012-2016), Prof. Micheal P. Noku (Acting Capacity from March 2011 to December

2011.

3.4 Population of the Study

Population refers to the totality of items or people living within a political or geographical

boundary. The population for this study involves only the undergraduate students of the

faculty of science, at Taraba State University, Jalingo. Information from the school (TSU)

database shows that there are 3,096 undergraduate science students, right from 100 level to

400 level 2021-2023 academic session, within the eleven departments of the faculty.

Whereas, the entire population of the school is 19,654 students who share different religions,

cultures, and moral values.

S/ N DEPARTMENT NUMBER OF STUDENTS

1 BIOCHEMISTRY 213
2 BIOTECHNOLOGY 316
3 BOTANY 339
4 CHEMISTRY 471
 5 COMPUTER SCIENCE 706
6 INDUSTRIAL CHEMISTRY 128
7 MATHEMATICS 48
8 MICROBIOLOGY 457
9 PHYSICS 59
10 STATISTICS 132
11 ZOOLOGY 216
TOTAL 3,095

3.5 Sample and Sampling Techniques

A sample is a small proportion of a population selected for observation and analysis. Since it

is impossible to involve the entire population of students in the study, a representative sample

shall be selected. The samples were selected in a systematic random manner, so that chance or

probability operations was used. On the other hand, sampling techniques (probability

sampling), are termed as a method of drawing samples from a total population who have an

equal chance of being selected. This will generate valid samples that are truly representative

of the larger populations. Samples collected in this research investigation comprise 354

(samples from the eleven departments of the faculty), to arrive at a generalized result of the

findings.

However, to calculate the sample size for this study, the researcher used Taro Yamane’s

formula (1967). Taro Yamane (1967), a mathematical statistician, devised this formula for

estimating or determining sample size concerning the population under study, allowing

inferences and conclusions drawn from the survey to be applied to the complete population

from which the sample was drawn. Hence, the researcher used Taro Yamane’s sampling

determinism formula to obtain the sample size. Taro Yamane's (1967) formula is presented

thus:
n = N

1+N (e) 2

When n sample size

N = the study population

e = Level of significance or (limit of tolerable error) i.e., 0.05

1 = Unity (a constant)

Therefore, we shall have

n = 3,095
1+ 3,095 X (0.05)2
n = 3095
1+ 3,095 X 0.0025
n = 3,095
1+7.738
n = 3,095
8.74
n = 354.1 = 354

3.6 Validity and Reliability of the Instrument(s)

Validity establishes the relationship between the data and the variable or construct of interest.

It estimates how accurately the data obtained in a study represents a given variable or

construct. The study (Mugenda, 2014), opines that validity ensures the accuracy of the data.

Reliability of instrument aimed at measuring the degree to which a research instrument would

yield the same results or data after repeated trials. To ensure reliability, the researcher issued

the questionnaires to the respondents, collect them, and check on the responses. A total

number of 354 copies of the questionnaire were administered to 3,095 students of the faculty

of science, at Taraba State University Jalingo. The research used the test-re-test technique to

ascertain the reliability of research instruments. The respondents were requested to indicate
their responses to each of the items by ticking one of the alternative responses. To test the

reliability of the instrument, the test-retest technique was accurate to used.

3.7 Instruments for Data Collection

Data is termed as raw facts. Data collection can be quantitative or qualitative variables

(Douglas, 2015). This means information which comes in numbers, and figures, is said to be

quantitative. Whereas any information that comes in a verbal description of attributes or

characteristics is regarded as qualitative. The instrumentation for data collection to be used in

this study is the Questionnaire. The questionnaire is a research instrument that consists of a

series of questions used to collect meaningful information from respondents. According to

(Tolber, 2017), all data-gathering devices should be closely related to the design of the study.

Data collection can be conveniently regarded as a research activity involving the process of

gathering relevant information concerning the stated variables and design.

Furthermore, the Questionnaire can be open or closed, as this study use close-ended questions

to provide respondents with the opportunity to react on their terms to obtain more details

from them. Data collected from the students in the faculty of science at Taraba State

University is considered factual because all information is extracted from the actual

participants themselves as first-hand information. The instrument was divided into two

selections and the respondents were asked to respond to either demographic or by ticking to

the item statements stated in any of the sections. This is found to be relevant in order not to

overburden the respondents.

3.8 Administration of Questionnaires

The instrument for data collection was administered by the researcher (Self-administration) to

the students. However, the research questions are very simple, accurate, and comprehensive,

and do not need any assistants to be employed to interpret the items stated on the
questionnaire, especially for students who may find it difficult to comprehend.

3.9 Method of Data Analysis

The questionnaires are analyzed by the use of frequency counts and simple percentages which

provide a valid and reliable analysis and interpretation of the data gathered through the

administration of the questionnaire. Their use is also hoped to make it easier for the researcher

to make appropriate recommendations and conclusions on the findings of the research.

Responses from the questionnaires were analyzed using the mean and standard deviation of

statistics and descriptive statistics of frequency counts and percentages i.e., Statistical

Package for Social Sciences (SPSS). Allocations of scores was assigned to the four Likert’s

point scale which was used for the detailed analysis thus; Strongly agree (SA) = 4, Agree (A)

= 3, Disagree (D) = 2, Strongly Disagree (SD) = 1 for responses respectively. The instrument

of data analysis that was employed in analyzing data for the research study is descriptive

statistics.

4+ 3+2+1 10
= =2.50
4 4

The average mean of 2.5 was obtained by adding the point scales and dividing by four (4)

based on the nature of how the items are structured in the instrument, which is positively

toned; a high mean score stands for a high extent while a low mean score stands for low

extent. Any mean below 2.50 is rejected, while a mean of 2.50 and above is accepted.
 CHAPTER FOUR

RESULTS AND DISCUSSION

4.1 Introduction

This chapter examine the presentation and interpretation of results, summary of major

findings, and discussion of findings. Research instrument of (350), questionnaires were

distributed as sample size, and only (292) questionnaires were received from the respondents

of Faculty of Science TSU Jalingo. All the retrieved instrument were accurately analyzed and

presented by the researcher on different tables with their corresponding percentage, with the

purpose of determine the acceptance of technology among undergraduate students in Faculty

of Science, Taraba State University Jalingo using the Unified Theory of Acceptance and Use

of Technology (UTAUT).

4.2 Demographic Table of Study Respondent

Table 4.1: Gender of Respondents

Gender Frequency Percentage

Males 193 66.10
Females 99 33.90
Total 292 100%
Source: Field Survey, 2024

From the table 4.1 above shows that there are (292), number of respondents, which accounted

to 83% of the total number of sample size of the study. Population of the males are greater

than they number of females. Thus, there are (193) number of males, and (99), number of

females respectively.

Table 4.2: Age of the Respondents

Age Range Frequency Percentage (%)

16-30 210 71.92
31-40 74 25.34
41-50 8 2.74
Total 292 100
Source: Field Survey, 2024

Table 4.2: above shows the age range of the respondents, their frequency, and their

percentage. The first value on the table represents the age range of (16-31) which has a

frequency of (210), and a percentage of (71.92). similarly, (31-40) years of age has a value

frequency of (97), with a percentage of (25.34). Lastly from the above table, ages of (41-50),

equally has a (8), number of respondents, with a percentage of (2.74). All the frequencies of

the age range have a total number of 292, with an exactly number of 100 percent.
Table 4.23: Department of Respondents

Students Level Frequency Percentage

100 62 21.23
200 91 31.16
300 69 23.63
400 70 23.97
Total 292 100
Source: Field Survey, 2024

Table 4.3 above represent the various departmental levels of the respondents of the research

study. Item 1 of the above table shows that, there are 62 numbers of respondents with a

percentage of (21.23) %, from 100 level as respondents. 200 level students have the highest

number of respondents of (91), with a percentage of (31.16) %. Equally, 300 level students

have a total number of (69) respondents, with an accurate percentage of (23.63) %. And lastly,

400 level students, has 70 numbers of respondents with a percentage of (23.97) %.

respectively.

Research Question 1: what is the availability of ICT facilities for learning among

undergraduate students in the faculty of Science, TSU, Jalingo?

Table 4.4 Availability of ICT facilities for Learning among undergraduate Students.

S/N Availability of information SA A D SD N X ST. D REMARK

communication technology
Do you have adequate
1 access to available 132 106 25 29 292 3.17 .954 Accepted
technology resources on
campus?
Do you have the necessary
2 equipment such as laptop to .
be use as technology for 66 150 55 21 292 2.89 833 Accepted
your studies?
3 Do you have reliable
internet access for your 101 117 50 23 292 3.02 .915 Accepted
studies?
 4 Do you have accessed any
software you need for your 81 134 47 30 292 2.91 .919 Accepted
studies?
5 Do e-library facilities are
available 115 132 25 20 292 3.17 .852 Accepted

Table 4.4 present the research question 1, this research study. Data are collected and analyzed

to find out the availability of ICT facilities for learning among undergraduate students in the

faculty of Science, TSU, Jalingo? It is clear from the above table that, item 1, has a mean of

(3.17), this indicate that students have adequate access to available technology resources on

campus. In item 2, above, has a low mean among the rest of the mean values from the table

which is (2.89), this shows that students lack the necessary equipment such as laptop to be use

as technology for studies. Similarly, item 3, has a mean value of (2.91), which indicate that,

students have reliable internet access for your studies. Item 4, from the table have a mean of

(2.91), this shows that, the respondents can have access any software the need for their

studies. In a like manner, item 5, has a mean of (3.17), this shows that, e-library facilities are

available.

Table 4.5: Accessibility of the ICT facilities among undergraduate in the Faculty of

Science, TSU, Jalingo.

S/N Accessibility of information SA A D SD N X ST. REMARK

communication technology D
6 Do you have access to an
internet? 133 121 27 11 292 3.29 .786 Accepted
7 Computer systems are
accessible for learning in the 57 202 20 13 292 3.04 .665 Accepted
institution
8 Projectors are accessible for
learning 52 140 52 48 292 2.67 .956 Accepted
9 e-library facilities are
accessible for learning 92 155 28 17 292 3.10 .797 Accepted

10 Social media platforms are

 accessible for learning 108 147 18 19 292 3.18 .814 Accepted

Table 4.5 above present the research question of accessibility of information among

undergraduate students. To ascertain this fact, data were collected and analyzed to find out

the level of accessibility of the ICT facilities among undergraduate in the faculty of science,

TSU, Jalingo? item 6, of the table has a mean of (3.29), which strongly indicate that the

undergraduate students have access to an internet. Item 7, of the table has a mean of (3.04),

which shows that Computer systems are accessible for learning in the institution. Item 8, has a

mean of (2.67), which shows that projectors are accessible for learning. Item 9, has a mean of

(3.10), which indicated that, e-library facilities are accessible for learning. And finally, from

the above table, item 10, shows that social media platforms are accessible for learning

evidence to its mean value of (3.18).

Table 4.6 Performance expectancy influence of learning among undergraduate students

in the Faculty of Science, TSU, Jalingo

S/N Performance Expectancy SA A D SD N X ST. D REMARK

11 I feel that technology can
help me to achieve better 180 87 12 12 292 3.49 .767 Accepted
grades
12 I feel that technology can
help me to understand 90 179 9 14 292 3.18 .707 Accepted
complex concepts
13 I feel that technology can
help me increase my learning 120 147 17 8 292 3.30 .701 Accepted
outcome
14 I feel that technology can
help me to stay on track with 117 141 20 14 292 3.24 .779 Accepted
deadlines
15 I feel that technology can
help me to learn more 134 130 12 16 292 3.31 .791 Accepted
effectively

Table 4.6 above, item 11 is with a mean value of 3.39, which shows that student feel that

technology can help them to achieve better grades. Likewise, item 12, has a mean of 3.18
which indicated that technology is helpful to students to understand complex concepts. Item

13, has a mean of 3.30 which shows that technology can help to increase students learning

outcome. And from the same table above, item 14, has a mean of 3.24 which indicated that

technology can help students to stay on track with deadlines. Lastly, item 15 has a mean value

of 3.31, which shows that, the undergraduate students of the faculty of science feels that

technology can help them to learn more effectively.

Table 4.7: Effort Expectancy learning among undergraduate students in the Faculty of

Science, TSU, Jalingo

S/N Effort Expectancy SA A D SD N X ST. D REMARK

16 I feel that it is easy for me
to become skilful using the 192 76 11 13 292 3.53 .770 Accepted
technology
17 I feel that it is easy to learn
using any e-learning 106 156 20 10 292 3.23 .721 Accepted
platform
18 I feel that e-leaning
application is going to be 130 130 14 18 292 3.27 .817 Accepted
easy
19 I feel my interaction with
learning technology will be
simple, clear and easy to 130 139 10 13 292 3.23 .815 Accepted
understand
20 I feel that it is easy to get
familiar to the technology 120 135 20 17 292 3.23 8.15 Accepted
for learning

Table 4.7 above table represent the effort expectancy learning among undergraduate students

in the Faculty of Science, TSU, Jalingo. Item 16 from the table has mean value of 3.53 which

clearly shows that students have the strongly feelings that it is easy for them to become skilful

using the technology. Item 17 with the mean of 3.23 indicated that the respondents feels that it

is easy to learn using any e-learning platform. Equally, evidence to 3.27 mean, from item

number 18 above shows that, students feel that e-leaning application is going to be easy. In a

like manner, item 19, with a mean of 3.23 indicated that the respondents feel that, interaction
with learning technology will be simple, clear and easy to understand. Finally, from the above

table, item 20 with a mean of 3.23 shows that, students feel, that it is easy to get familiar to

technology for learning.

Table 4.8: Behavioral Intention of the Respondents

S/N Behavioral intention SA A D SD N X ST. D Remark
I intend to use technology for 191 81 10 10 292 3.55 .723 Agree
21 learning in the future
22 I predict that I will use 160 108 15 9 292 3.43 .732 Agree
technology for learning in the
future
23 I plan to use technology for 152 118 12 10 292 3.41 .729 Agree
learning in the future

Table 4.8, above present the behavioral intentions of the undergraduate students of Faculty of

Science TSU Jalingo about technology. It is evident that, item 21 from the above research

table has a mean of 3.55 this shows that, students intend to use technology for learning in the

future. Similarly, item 22 has a mean of 3.43 which indicate that undergraduate predict to use

technology for learning in the future. And finally, item 23 from the above table has a mean of

3.41 which shows that respondents have plan to use technology for learning in the future.

4.3 Discussion of Findings

The research investigations aim to Determinant the Acceptance of Technology among

Undergraduate- Students in the Faculty of Science, Taraba state university, jalingo. using the

Unified Theory of Acceptance and Use of Technology (UTAUT). In order to achieve this

objectives of the study, four specific objectives and four research questions were raised.
Research Question 1: Is to find out the availability of ICT facilities for learning among

undergraduate students in the faculty of Science, TSU, Jalingo? from the data collected and

analyzed, clearly implies that there are availability of technology for learning in the faculty of

science TSU Jalingo. This is in line with the saying of Sholikah & Sutirman, 2020). That

technology devices are highly available, and are in use for information storage and retrieval in

academic institutions. Technology has the potential to accelerate, enrich, deepen skills,

motivate, engage students, and to help them relate school experience to work practices, create

economic viability for tomorrow's workers, as well as strengthening learning among

undergraduate students

Research question 2: what is the level of accessibility of the ICT facilities among

undergraduate in the faculty of science, TSU, Jalingo? It is evident from this research

findings that by the use of e-learning technology among undergraduate students in faculty of

science,students have the right and easy access to obtain or retrieve from storage device. The

findings correspondence with Newton (2021), who opine that use of technology, especially in

the education sector, enhances access to education and training among learners and improves

the learning and teaching process, which, in turn, creates huge advantages for educational

institutions seeking to provide students with services in a competitive environment.

Research question 3. How do the performance expectancy influence learning among

undergraduate students in the Faculty of Science, TSU, Jalingo? the findings revealed that,

performance expectancy has a positive influence among undergraduate in the faculty of

science, TSU, Jalingo. This is in agreement with the findings of Venkatesh et al., (2003) posit

similarly, the same report which shows that performance expectations have a substantial,

beneficial impact on one's adopting a behavioral purpose and utilizing a UTAUT model
system. They also posit that e-learning resources are useful in learning, and help students

accomplish their learning activities speedily. Also, other similar studies have concluded that

performance expectancy refers to people's personal perception that using a particular platform

will indeed change their perception and using e-Learning increase their knowledge and skills

in learning and allow them to have access to more information on their courses.

Research Question 4: How is the effort expectancy learning among undergraduate students in

the Faculty of Science, TSU, Jalingo? this can be seen in table 4.7 above which indicated that

effort expectancy learning among undergraduate students in the Faculty of Science, TSU,

Jalingo, The results of this study actively show that, all the mean values are greater than 3.20

this suggested that effort expectancy has a favorable and constructive influence on the

behavioral intentions of the undergraduate students of the faculty. The findings corresponded

to many studies using the UTAUT model, that effort expectancy factor has been shown to

have a significant impact on intention to use (Kabra et al., 2017; Chen & Hwang, 2019;

Oktal,2020. Dulle & Minishi-Majanja, 2021).

Behavioral intentions of the respondents base on table 4.8, it has been known for a long time

that attitude is a strong factor of intention. Behavioral intentions of the undergraduate students

of faculty of the Faculty of Science Taraba state University Jalingo, about technology

according to these findings reveals that, it is evident on item 21, 22, and 23 from above

research table has a mean more than 3.40 this shows that, students intend to use technology

for learning in the future. (Lai, 2014) Caspi et al. (2019) revealed that students' positive

attitudes towards technology and their ability in accept significantly determine their interest in

the courses. This is also in line with the findings This is also in agreement with the findings of
Venkatesh et al., (2003) discovered that it is significant and has an immediate impact on how

e-learning practitioners use technology.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introductions

This chapter presents the summary of the study, conclusion, and the recommendations. The is

divided under the following sub-headings:

5.2 Summary

The researcher investigates on the “Determinant of Acceptance of Technology Among

Undergraduate- Students in the Faculty of Science, Taraba State University, Jalingo. Jalingo

as the scope of the study. Technology acceptance is the fact that technology is being received

as adequate, valid, or suitable, which include computer electronics gadgets, projectors,

microfilms, telecommunication devices, video recordings, video camera, computer learning

software etc. Technology is considered as potential powerful tool for offering educational

opportunities among undergraduate students and underserved constituencies including

persons with disabilities, as well as all others who for reasons of cost or because of time

constraints. It is the practical application of scientific knowledge to solve real world problems
and improve human welfare. Technology helps by bringing abstract concept to real life

situations for students. ICT through its media or tools to ensure better retention of subjects

taught. ICT saves time of the students studying science courses. Despite this enormous

significance of technologies, issues surrounding acceptance of technology is been determine

by its flexibility, accessibility, ease-of-use and overall engagement.

The Study has provided a useful knowledge and skills needed for technology acceptance

among science undergraduate students. It is observed from most literatures that technology

played a vital role based on students’ ability to accept and use technology, and with evidence

to how different researchers indicated several factors which significantly predict behavioral

intentions of undergraduate students towards acceptance of technology is also recorded.

The findings of all the research questions of this study reveals that, their ICT facilities are

obtainable, and accessible for learning. The result findings also imply they respondents also

have strong believes on performance expectancy, and effort expectancy to use technology.

5.3 Conclusions

The study critically looked at the Determinant of Acceptance of Technology Among

Undergraduate- Students in the Faculty of Science, Taraba State University, Jalingo.

Technology acceptance reflects students’ perceptions, and readiness that technology is useful

and easy to use, and thus, interested in using it for self-direct learning. According to Daniels

(2017) as cited in Amin (2014) technology have become within a very short time, one of the

basic building blocks of modern society. Technology have taken a central position in all

spheres of human endeavors. The research is advocating the application in its totality of ICT

in learning since it is positively inclined among the students at the Faculty of Science, Taraba

State University, Jalingo.

5.4 Recommendations

The following recommendations are proffered by the researcher:

i. Government at all levels should support the educational sector by establishing

more infrastructures that will enhance adequate learning in the school system,

some of these infrastructures to be provided are faculty e-library, steady electricity

supply, good internet signal, provision of computers, external storage devices

among others.

ii. Synchronous teaching methods which entail the lecturer making use of ICT tools

to carry out teaching by interacting with the students, performing tasks and

providing feedbacks online should be widely encouraged as this will build up the

students ‘competence in the use of ICT gadgets and thus increase the students’

academic performance.

iii. The University Management should make appeal to technology companies such as

HP, Zinox, Toshiba, Samsung etc to assist the college in the provision computer

instructional gadgets;

iv. Student should be trained on the use of technology media through organizing

seminars and conference. This would go a long way in check- mating

underutilization of ICT resources in the university

5.5 Limitations

The researcher was constrained by time and finance, and the worst of it all, the research was

carried out in a situation of total blackout of electricity from Yola electricity distribution

company (YEDC), Jalingo branch. As a result, it took the researcher a great deal of energy,
sacrifices, and effort to get the relevant materials, and to analyze the data collected from the

field.

5.6 Suggestions for Further Studies

i. Further research work is needed on the student’s perception of teaching and learning

with the use of technology in the faculty.

ii. Further investigation should be conducted on the challenges school management faces

in the provision of technology resources and services for teaching and learning.

5.7 Contribution to Knowledge

This Research adds to the existing body of technology resources- related research. The

investigations will provide a useful knowledge and skills needed for technology acceptance

among science undergraduate students. It will be greatly beneficial not only to the science

undergraduate students, lecturers, and other major stake holders in the institution to increase

ICT adoption of technological resources. Researchers, technologist-in-training, and educators

would find this study a worthy companion as it would provide and enrich literature for

effective teaching and learning in universities.

Finally, the study has revealed the level of technological adoption, its availability,

accessibility and performance expectancy, and effort expectancy of modern technology in

education and academic professionals.

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 APPENDIX A

TARABA STATE UNIVERSITY JALINGO

Department of Library and Information Science

Faculty of Education

Questionnaire

Dear Respondent,
I am an undergraduate student of Department of Library and Information Science, Faculty of
Education Taraba State University, Jalingo, Taraba State, carrying out a project titled
“Determinant of Acceptance of Technology among Undergraduate- Students in the faculty of
Science, Taraba state university, jalingo”. I humbly request your cooperation in providing
genuine responses to the questions. Please note that data gathered with this questionnaire is
purely for academic purpose as all information supplied will be treated with highest
confidentiality. Kindly fill out the questionnaire as candid as possible. Thank you in
anticipation of your cooperation.

KINGSLEY PETER
Phone No.:09031653093; Email: peterkingsley560@gmail.com
 Part A
SECTION 1: DEMOGRAPHIC INFORMATION
1. Sex: Male [ ] Female [ ]
2. Age range: 16-30 [ ] 31-40 [ ] 41-50 [ ] 51-60 [ ] 61 and above [ ]
3. Level: 100[ ] 200[ ] 300[ ] 400 [ ] 500 [ ]
4. Department: …………………………………………………….
 Part B
SECTION 1:
Please, respond to the statements below as they apply to you using the rating scale
below:
Guide: Strongly Agree (SA) = 4, Agree (A) = 3, Disagree (D) = 2 and Strongly Disagree (SD) = 1

Research Question 1: what is the availability of ICT facilities for learning among
undergraduate students in the faculty of Science, TSU, Jalingo?
S/n Availability of information communication technology SA A D SD
Do you have adequate access to available technology resources on
1 campus?
Do you have the necessary equipment such as laptop to be use as
2 technology for your studies?
3 Do you have reliable internet access for your studies?
4 Do you have accessed any software you need for your studies?
5 Do e-library facilities are available

Research Question 2: what is the level of accessibility of the ICT facilities among
undergraduate in the faculty of science, TSU, Jalingo?
S/n Accessibility of information communication technology SA A U D SD
1 Do you have access to an internet?
2 Computer systems are accessible for learning in the institution

3 Projectors are accessible for learning

4 e-library facilities are accessible for learning

5 Social media platforms are accessible for learning

Research Question 3: How do the performance expectancy influence of learning among

undergraduate students in the Faculty of Science, TSU, Jalingo?
S/n Performance Expectancy SA A U D SD
1 I feel that technology can help me to achieve better grades
2 I feel that technology can help me to understand complex
concepts
3 I feel that technology can help me increase my learning
outcome
4 I feel that technology can help me to stay on track with
deadlines
5 I feel that technology can help me to learn more effectively
Research Question 4: How is the effort expectancy learning among undergraduate students in
the Faculty of Science, TSU, Jalingo?
S/n Effort Expectancy SA A U D SD
1 I feel that it is easy for me to become skilful using the
technology
2 I feel that it is easy to learn using any e-learning
platform
3 I feel that e-leaning application is going to be easy
4 I feel my interaction with learning technology will be
simple, clear and easy to understand

5 I feel that it is easy to get familiar to the technology for

learning

S/n Behavioral intention SA A U D SD

I intend to use technology for learning in the future
1
2 I predict that I will use technology for learning in the
future
3 I plan to use technology for learning in the future