PREDICTING FACTORS AFFECTING INTENTION TO USE WEB 2.0 IN LEARNING: EVIDENCE FROM SCIENCE EDUCATION

TitlePREDICTING FACTORS AFFECTING INTENTION TO USE WEB 2.0 IN LEARNING: EVIDENCE FROM SCIENCE EDUCATION
Publication TypeJournal Article
Year of Publication2019
AuthorsMuhaimin,, Habibi, A, Mukminin, A, Pratama, R, Asrial,, Harja, H
JournalJournal of Baltic Science Education
Volume18
Issue4
Start Page595-606
PaginationContinuous
Date PublishedAugust/2019
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
Keywordspre-service science teachers, Technology acceptance model, Web 2.0
Abstract

Teachers’ intention to use technology is a major factor in its effective use in learning including in developing countries. This research empirically investigated on factors that influence Pre-Service Science Teachers’ (PSSTs) intention to use Web 2.0 in learning through Technology Acceptance Model (TAM) in Indonesia. The goals of the research were to (a) report if the TAM is a valid and reliable model to explain PSSTs intention to use Web 2.0, and (b) inform the factors of PSSTs’ intention to use Web 2.0 in learning. Seven hundred and five PSSTs from five universities completed a 24-item online questionnaire based on the TAM constructs comprising perceived usefulness, perceived ease of use, subjective norm, facilitating conditions, attitudes, and intention to use Web 2.0. Results obtained using Partial Least Square Structural Equation Modeling (PLS-SEM) informed that (a) facilitating condition and subjective norm significantly influenced perceived ease of use; (b) subjective norm significantly affected perceived usefulness; (c) both perceived ease of use and perceived usefulness was a significant factor predicting attitude; and (d) attitude, perceived ease of use, and perceived usefulness significantly influenced intention to use Web 2.0. Overall, the TAM is a valid model to help explain Indonesian PSSTs’ intention to use Web 2.0 in learning.

URLhttp://oaji.net/articles/2019/987-1564686612.pdf
DOI10.33225/jbse/19.18.595
Refereed DesignationRefereed