Determinants Of Behavioural Intention And Usage Of Information And Communications Technology-Enhanced Student Centered Teaching Methods Among Accounting Lecturers In Malaysian Public Universities
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Date
2018-09
Authors
Leow, Lei Ping
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
The study explores the factors influencing behavioural intention and usage of Information and Communications Technology (ICT)-enhanced student centered teaching acceptance and usage among Malaysian public universities’ accounting lectures. Existing literature in teaching innovation has identified teachers’ perceptions and reactions as the key barriers in its design and implementation success, but not much information is available on these antecedents as most existing studies prefer to focus on investigating the outcomes. Underpinned by the Unified Theory of Acceptance and Use of Technology (UTAUT) model, this study examines the effects of performance expectancy and effort expectancy on accounting lecturers’ behavioural intention to increase the usage of ICT-enhanced student centered teaching methods in voluntary setting. It also investigates the effects of facilitating conditions and the resulting behavioural intention on the usage of ICT-enhanced SCL teaching methods. Additionally, this study extends the UTAUT model by substituting the social influence factor in the original model into more comprehensive coercive, normative and mimetic pressures based on the unique contexts of Malaysia’s accounting education. Following the calls of Hala Tuju reports, it also seeks to verify the existence of a direct relationship between personal characteristics (namely highest academic qualification, teaching experience and industry experience) and usage in the UTAUT model. This research employed a quantitative survey method for data collection purpose. A total of 114 usable questionnaires were received. Using Partial Least Squares Structural Equation Modeling analysis, the results indicated that the accounting lecturers’ behavioural intention to increase ICT-enhanced student centered teaching method usage is significantly influenced by performance expectancy and normative pressures. Additionally, its usage is significantly influenced by facilitating conditions and the corresponding behavioural intention to increase its usage. Surprisingly, effort expectancy relationship was found to have a significant but negative relationship on behavioural intention, indicating that lecturers found ICT-enhanced SCL teaching methods not easy to use. On top of that, coercive pressures and mimetic pressures were found not to play a significant role in influencing behavioural intention, suggesting a need for a mandatory enforcement and revamp of existing promotion and reward criteria to make teaching innovation on par with research excellence. Similarly, the personal characteristics of the accounting lecturers also had an insignificant direct effect on usage, sending a message that hiring lecturers with such characteristics might not result in an automatic increase but instead intensified efforts need to be placed on training efforts in order to let the lecturers see how they can translate the methods into the classroom. The findings of this study will be useful to academicians and practitioners in the industry as further action base to remove key barriers in further promoting the usage of ICT-enhanced student centered teaching methods in accounting education.
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Keywords
Management