Perceived usefulness, ease of use and attitude of Pre-Service Physics teachers towards adoption of electronic learning: a case of Makerere and Kyambogo University

Abstract

A number of countries worldwide have adopted e-learning but the adoption in African developing countries is still low. Alot of resources have been allocated to the development and implementation of e-learning in higher institutions but the adoption of e-learning is still low. The purpose of this study was to explore the relationship between the pre-service physics teachers’ perceived usefulness, ease of use and attitude towards adoption of e-learning at Makerere and Kyambogo University. Data were collected using Self-Administered Questionnaires from 120 pre-service physics teachers which included 67 from Makerere University and 53 from Kyambogo University. The pre-service physics teachers were selected using the stratified proportionate random sampling strategy. The positivist research paradigm and cross-sectional correlational survey research design were used this study. Descriptive and inferential data analysis was carried out using SPSS version 26. The descriptive analysis results revealed that the pre-service physics teachers had a neutral response on all the study variables. Pearson’s Linear Correlation Coefficient results indicated that perceived usefulness, ease of use and attitude were positively correlated with adoption of e-learning with coefficients 0.485, 0.673 and 0.484 respectively. The regression analysis revealed that the overall model predicted 54% of the adoption of e-learning but only the perceived ease of use and attitude predicted the adoption of e-learning. The study recommended uploading and updating content in different formats on Learning Management Systems (LMSs), regular training about the use of LMS, improving interaction on LMS and supporting of institutions especially in terms of phones, laptops and internet facilities to enable pre-service teachers easily access LMS.