The Effect of Performance Expectancy on Learners’ Intention: Adoption and Use of Cloud Computing in High Schools

By Nceba Nyembezi and Anass Bayaga.

Published by The International Journal of Interdisciplinary Educational Studies

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This research questions how much the determinants explain the usage of Cloud computing. Responses from a sample taken from public school learners, 48 males and 68 females, were assessed using a 4-point Likert scale instrument based on four main variables of behavioural intention. The gathered data were analysed using the multiple regression analysis, and the standardised beta coefficients acquired for the following three variables did not show any significant influence towards behavioural intention. From the Durbin Watson test the R2 value of 0.066 was obtained for social influence, which means that social influence accounted for only 7% of the variance in behavioural intention scores. Learner demographics accounted for 17% of the variance, and experience accounted for 35% of the variance. These results show that secondary school learners are keen on trying out Internet devices for learning regardless of their social factors, demographics, and experience in using Internet technology. There was a relative influence noted in terms of experience (resulting from persistent use) as a moderating factor towards the adoption of Internet devices. This acceptance of new technologies is driven by the benefits offered by mobile Internet devices and the ease associated with using Internet technologies.

Keywords: Educational Technology, Cloud Computing, Learning Medium

The International Journal of Interdisciplinary Educational Studies, Volume 10, Issue 1, March 2015, pp.27-38. Article: Print (Spiral Bound). Article: Electronic (PDF File; 799.593KB).

Dr Nceba Nyembezi

Ph.D Research Fellow, University of Fort Hare, East London, Eastern Cape, South Africa

Prof. Anass Bayaga

Research Professor, Department of Math, Science, and Technology, University of Zululand, Durban, KwaZulu Natal, South Africa