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Predictive Factors to Adopt Integrating Technology into the Teaching Process by Faculty at Al-Qunfudah University College

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2016, Doctor of Philosophy (PhD), Ohio University, Instructional Technology (Education).
This study aimed to investigate predictive factors that influence faculty members at Al-Qunfudah University College to adopt integrating technology into the teaching process by applying the initial four UTAUT factors: performance expectancy, effort expectancy, social influence and facilitating conditions to predict the behavioral intention of the faculty to integrate technology in teaching. Barriers that faculty encounter and potential incentives that faculty would receive were highlighted since the college did not have a clear vision toward adopting technology tools yet. A hard-copy survey was distributed among all staff members. Only 142 surveys were collected out of the 185 representing the total size of the faculty. In addition to the survey, ten faculty members were interviewed by the researcher inside the college campus. Multiple regression was used to highlight the influence of these factors on the outcome variable. Pearson correlation coefficient was applied to detect whether or not the initial UTAUT variables are correlated with each other. An independent-samples t-test was used to compare the mean scores of faculty’s behavioral intentions regarding their gender. One-way ANOVA was directed to identify the differences among three divided groups of faculty’s ages on the behavioral intention. As well, it was employed to identify the differences among the three divided groups regarding years of teaching experience on their behavioral intention. The results of the regression analysis revealed that all independent variables predicted the behavioral intention to adopt technology for education; however, performance expectancy and social influence showed as insignificant predictors after controlling for other variables. Results of the interview supported the significant results of all four predictors which represented the triangulation of the study. Also, there were no differences among faculty’s behavioral intentions to adopt technology integration in the teaching process based on their gender, as revealed by the independent-samples t-test. One-way ANOVA showed no differences in the outcome based on faculty’s ages and years of teaching experience. Lack of technology infrastructure, lack of technological knowledge by faculty, the absence of training programs, and lack of leadership support were the common barriers. Providing ICT facilities and incentives for the faculty are recommended.
Greg Kessler (Committee Chair)
Gordon Brooks (Committee Member)
Min Lun Wu (Committee Member)
Danielle Dani (Committee Member)
200 p.

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Citations

  • Al Zebidi, A. A. (2016). Predictive Factors to Adopt Integrating Technology into the Teaching Process by Faculty at Al-Qunfudah University College [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1476380699967336

    APA Style (7th edition)

  • Al Zebidi, Ali. Predictive Factors to Adopt Integrating Technology into the Teaching Process by Faculty at Al-Qunfudah University College. 2016. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1476380699967336.

    MLA Style (8th edition)

  • Al Zebidi, Ali. "Predictive Factors to Adopt Integrating Technology into the Teaching Process by Faculty at Al-Qunfudah University College." Doctoral dissertation, Ohio University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1476380699967336

    Chicago Manual of Style (17th edition)