Libraries at University of Nebraska-Lincoln
Date of this Version
2021
Abstract
Technology has brought changes in the behavioral intentions of students in higher education institutions (HEIs). It also helps them to be creative and innovative during their studies at universities. Literature review reveals that technology acceptance model (TAM) has been widely studied but unfortunately the usage of technology at academia has never been comparatively measured between private and public higher education institutions. This study measures effects of TAM-core variables on academic performance of graduate students of public and private HEIs, additionally, the moderating role of academic self-efficacy between actual usage of social media and academic performance was tested. By using a quantitative method followed by a convenient sampling approach, this study tested multi-group analysis (MGA) by using Smart PLS 3.3.3. The designed survey questionnaire was administered among the students of public and private HEIs. The findings showed that all FOUR dimensions of TAM had a significant impact on academic performance in both public and private HEIs. The moderating role of academic self-efficacy on academic performance was significant in private HEIs but not in public. The results suggest that private sector educational institutions provide better technological facilities to their students than public sector educational institutions. Based on MGA, the impact of perceived ease of use and perceived usefulness on intention to use social media had a significant difference between public and private HEIs. The study also provides the research contribution, limitations, and future directions.
Included in
Communication Technology and New Media Commons, Higher Education Commons, Library and Information Science Commons, Mass Communication Commons, Other Communication Commons, Social Media Commons