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Justifying students' performance: A comparative study of both ICT students' and instructors' perspective

机译：证明学生的表现：ICT学生和教师的观点的比较研究

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Purpose - The purpose of this study is to compare students and instructors' perspectives on students' performance based on unified theory of acceptance and use of technology (UTAUT) framework. This study also aims to propose additional variables that might be used to extend the UTAUT model to make it more appropriate for the educational setting. Design/methodology/approach - The study was carried out using a three-pronged methodology, namely, literature review, expert interviews and self-administered survey of 430 students and 55 information and communication technology (ICT) instructors from tertiary institutions in Akwa Ibom State, Nigeria. Validity analysis were conducted using IBM SPSS version 24 and two structural equation models were finally obtained using AMOS version 24. Findings - This study finds UTAUT constructs including social influence, facilitating condition and voluntariness of use to have direct and significant impact on students' performance from the students and the instructors' perspective. The result of the instructors' perspective shows that ICT use behaviour of students have direct and significant impact on students' performance, but the students' result shows an insignificant direct effect of use behaviour on students' performance. From the students and the instructors' perspective, gender, age and experience have statistically significantly direct impact on performance expectancy in this study. The result also shows that additional variables including ICT instructors' characteristics, motivation and personal environment directly affect students' performance from the students' perspective, but the result of the instructors' perspective shows that the influence of ICT instructors' characteristics, motivation and personal environment does not directly and significantly affect students' performance. Research limitations/implications - This study was limited to tertiary institutions in Akwa Ibom State, Nigeria. Consequently, the findings of this study are limited to Akwa Ibom State, Nigeria, and may not be generalised to cover other countries. Originality/value - This research shows that the students and instructors have different views on variables that impact on students' performance. This study finds empirical evidence to support the direct impact of use behaviour on students' performance from the instructors' perspective, while the students disagree but indicated an empirical evidence to show that instructors' characteristics, environment and motivation contribute a greater impact on students' performance. From the students and the instructors' perspective, gender, age and experience have statistically significantly direct impact on performance expectancy in this study. This adds to the findings in the original UTAUT that indicated that performance expectancy is moderated by gender and age.
机译：目的-本研究的目的是基于统一的技术接受和使用理论（UTAUT）框架，比较学生和教师对学生表现的看法。这项研究还旨在提出其他变量，这些变量可用于扩展UTAUT模型，使其更适合教育环境。设计/方法/方法-这项研究采用三管齐下的方法进行，即文献回顾，专家访谈和对阿克瓦伊博姆州大专院校的430名学生和55名信息和通信技术（ICT）讲师的自我管理调查，尼日利亚。使用IBM SPSS 24版进行了有效性分析，并最终使用AMOS 24版获得了两个结构方程模型。结果-这项研究发现UTAUT的构造，包括社会影响力，促进条件和使用的自愿性，会对学生的表现产生直接而重大的影响。学生和教师的观点。指导者观点的结果表明，学生的ICT使用行为对学生的表现有直接而显着的影响，但学生的结果表明使用行为对学生的表现没有显着的直接影响。从学生和教师的角度来看，性别，年龄和经验在统计学上直接影响本研究的预期绩效。结果还显示，从信息技术教育者的角度来看，包括信息通信技术教师的特征，动机和个人环境在内的其他变量直接影响学生的表现，但教师的结果表明信息通信技术教师的特征，动机和个人环境的影响不会直接显着影响学生的表现。研究的局限性/意义-该研究仅限于尼日利亚阿夸伊博姆州的大专院校。因此，本研究的结果仅限于尼日利亚的阿夸伊博姆州，并且可能未推广到其他国家。原创性/价值-这项研究表明，学生和教师对影响学生表现的变量有不同的看法。这项研究发现了经验证据，从教师的角度支持使用行为对学生绩效的直接影响，而学生不同意但表明了经验证据，表明教师的特征，环境和动机对学生绩效的影响更大。从学生和教师的角度来看，性别，年龄和经验在统计学上直接影响本研究的预期绩效。这增加了最初的UTAUT中的发现，该发现表明预期绩效受性别和年龄的影响。

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