Diagnosing Adoption to Mobile Learning

摘要

This study was undertaken to address the need to modernize the modes of teaching and learning pedagogy by taking advantage of the proliferation of electronic gadgets and mobile devices since, as counted there are more computers than the people in the world (Boren, 2014). This research found out how learning in the new platform could be adopted by teachers and students. In addition, it tested the different variables involved in the use of mobile in learning by faculty and students of Centro Escolar University (CEU) to determine factors that made implementing technology a success or a failure. To attain the set objectives, this study made use of descriptive and inferential method to the data gathered from respondents via stratified random sampling. Specifically, it employed frequency, mean, standard deviation, t-test, analysis of variance and multiple linear regressions for the treatment of data derived from the survey questionnaires. To complete the triangulation approach and for consistency of findings, observation and interview were also conducted. Subsequently, in order to determine adoption to mobile learning the modified Unified Theory of Acceptance and Use of Technology (UTAUT) model was employed. This model shows relationship of moderating variables which are age, gender, voluntariness of use and experience from independent variables like performance expectancy, effort expectancy, social influence, facilitating conditions, anxiety and self-efficacy.? After all the statistical treatments were applied, Anxiety, Self-Efficacy, Effort Expectancy, Performance Expectancy and Facilitating Condition contribute to the success of the introduction of technology to the organization, while social influence was excluded as the reasons why users adopt it.