Students’ attitude towards use of ICT as tool of learning: a structural equation modelling (SEM) approach

This paper assessed the students’ attitudes towards the use of ICT as a tool of learning by using the technology acceptance model. Primary data has been collected from six public and private universities in Bangladesh collected on perceived enjoyment, self-efficacy, ease of use, usefulness, and attitude towards ICT. The study used the technology acceptance model (TAM) and used the structural equation model (SEM) for statistical analysis. The data’s reliability and adequacy were assessed using KMO, Bartlett’s test, and Cronbach’s alpha. Confirmatory factor analysis (CFA) was used to examine the relationship between observed variables and latent variables. The reliability and validity of the model were also assessed using estimating composed reliability (CR) and average variable extraction (AVE). The study used a structural equation model to examine the relationship between constructs and covariance analysis. The results showed that the sample was adequate and the data was valid and reliable. The CFA model was a good fit, and the observed variable positively relates to the constructs. The study found that two external variables indirectly influence students’ attitudes towards ICT use, but perceived ease of use and self-efficacy had a direct and positive impact on perceived usefulness. These variables positively and significantly influence students’ attitudes towards ICT as a learning tool.