Effects of Technology Integration on Learning of Business and Accountancy Students of the City of Malabon University

This study examines the critical role of technological integration in enhancing student learning and motivation, particularly within the business and accountancy programs at the City of Malabon University. While the broader impact of technology in education is recognized, there remains a need for a deeper understanding of the specific mechanisms driving its adoption and efficacy within distinct academic and local contexts, addressing a subtle research gap. Guided by the technology acceptance model, this research aims to investigate how perceived usefulness and perceived ease of use influence students’ intention to adopt technology, subsequently affecting actual technology use, and ultimately shaping learning outcomes, including both intrinsic and extrinsic motivation. To achieve this objective, researchers collected data through a cross-sectional survey administered to a diverse group of students across various programs, years, and sections. The data was analyzed using Partial Least Squares-Structural Equation Modeling to examine the associations between these variables. Key findings unequivocally assert that perceived usefulness and perceived ease of use positively drive students’ intention to utilize technology, which in turn significantly enhances their actual usage. Critically, this actual technology use is found to directly and positively improve both student learning and motivation. These results offer valuable practical insights for optimizing technology integration strategies, enabling educators and institutions to foster greater student success and enrich educational experiences in technology-rich environments.