An Empirical Study On E-Learning Adoption In Tanzanian Secondary Schools

ABSTRACT

The overall goal of this research work was to develop and validate an e-Learning

adoption model in Tanzanian secondary schools as literature had not revealed any

comprehensive model that is specifically used in determining the adoption of e-Learning

in Tanzanian secondary schools. The existence of this gap encouraged the carrying out of

this research to empirically test and validate the combination of the Technology

Acceptance Model (TAM), Task Technology Fit (TTF) and Technology Readiness Index

(TRI) as well as other variables including Bilingualism and Support which were refined

from the principles of e-Learning adoption. Therefore, in order to fill the gap, this

research developed a validated model with relevant hypotheses which were tested for

their predictive value. The model was initially applied and tested in teaching and learning

ordinary level mathematics; however, it has broad application in evaluating the overall

impact and effectiveness across a range of learning options.

The key findings of this research confirmed the applicability of the developed model to

explain e-Learning adoption in Tanzanian secondary schools. Furthermore, the research

results showed that perceived usefulness, readiness and support were key determinants of

the actual use of e-Learning, which in turn improved the academic performance of

students. In addition, perceived TTF was found to significantly affect support and

readiness while perceived ease of use and bilingualism were key determinants of

perceived usefulness and readiness respectively. The findings also showed the importance

of the developed e-Learning adoption model in specifying factors that can motivate

students to use e-Learning in Tanzanian secondary schools.