Socioeconomic Status, Perceived Institutional Support, and Attitudes toward Educational technology Adoption among Undergraduate Teacher Trainees at a Public University in Uganda.
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Date
2024
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Busitema University
Abstract
This study examined how perceived institutional support moderates the relationship between Socioeconomic Status and attitudes toward Educational Technology adoption among Undergraduate Teacher Trainees. It also explored the specific challenges the students encounter and the strategies they employ to overcome these challenges at Busitema University. Grounded in the Unified Theory of Acceptance and Use of Technology and Technology Acceptance Model, the study adopted concurrent parallel mixed-methods design, incorporating cross-sectional survey and interpretative phenomenological analysis designs. Both quantitative and qualitative data were collected from a sample of 241 undergraduate teacher trainees using questionnaires and analyzed using SPSS, and Microsoft Word for descriptive, correlation, and multiple regression analyses, and thematic content analysis, respectively. Results indicated moderate levels across all variables. Regression analysis revealed a significant model (F(3,237) = 26.39, R² = 0.25, p < .01), showing that both socioeconomic status (ß = 0.47, t = 2.19, p = .03) and institutional support (ß = 0.41, t = 2.26, p = .02) significantly influence undergraduate teacher trainees’ attitudes toward Educational Technology adoption, though the interaction between them was not statistically significant (ß = -0.07, t = -0.85, p = .40). Qualitative findings corroborated the quantitative results, highlighting challenges such as network instability, unreliable electricity, high data costs, insufficient training, and equipment issues. Undergraduate teacher trainees employ strategies such as utilizing university Wi-Fi during off-peak hours, Virtual Private Networks, and peer support to mitigate the challenges. This study therefore recommends enhancing financial support, technological infrastructure, training, peer collaboration, self-education, and open communication with management to improve Educational Technology adoption.
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Alihaj, S. G. (2024). Socioeconomic status, perceived institutional support, and attitudes toward educational technology adoption among undergraduate teacher trainees at a public university in Uganda. [Masters, Thesis]. Busitema University.