System quality, technology acceptance model and theory of planned behaviour models: Agents for adopting blended learning tools

Abstract

There are declines in learning outcomes despite teacher’s efforts to attain the lesson goals and objectives. The application of technology in education paved way for constructive teaching and learning, which made the evaluative processes convenient. Hence, this study investigated system quality, technology acceptance model and theory of planned behaviour models as an agent to adopt blended learning tools. The sample used for the study was 1200 students from seven public higher institutions in Lagos State using a stratified sampling technique to select the students from their respective colleges. A seven-point Likert scale was used to collect data from the selected samples. SmartPLS3 was used to analyze the data using the bootstrapping method. It was found that system quality influences the perceived ease of use, perceived usefulness, attitude, subjective norms, perceived behavioural control towards intentions to use and culminated into actual usage of blended learning. Also, there is a strong mediating influence of system quality and the antecedents of technology acceptance model as against the theory of planned behaviour towards the actual usage of blended learning. Therefore, education institutions will have to create enabling classroom environment and quality blended learning tools which gives the facilitators the privilege to interact well with the learners and the subject matter without abrupt alteration of the lesson processes/procedures.