Using technology acceptance model to measure the use of social media for collaborative learning in Ghana

In this Digital era, thousands of teens in the universities use social network sites; it has become a way of life. Social Media Usage has recently received numerous debates in its impact on academics, with its advent, communities have become link to each other, but the lecture room still remains quite isolated, from other teachers, students, and a host of others who could potentially enhance learning. This study aimed at investigating the impact of social media usage on students’ academic performance through collaborative learning among university students in Ghana. Based Davis, Bagozzi & Warshaw (1989), Technology Acceptance Model (TAM), a conceptual framework was adopted for the study. To achieve the objectives, a quantitative data analysis method was employed. A total of 200 students were randomly surveyed for the study. Regression analysis revealed that, Interaction with peers, perceived ease of use and perceived usefulness had a significant positive relationship with collaborative learning. Furthermore, results suggested that there exist a significant mediation effects on the relationship between social media usage dimensions and academic performance. TAM does not take into account environment or economic factors that may influence a person’s intention to perform a behavior. The study recommends a clear mobile learning methodologies, rules and policies for integrating student activities on social media into their final gradesPeer Reviewe

Barriers to Innovation and Public Policy in Sub-Sahara Africa

Countries in sub-Sahara Africa are increasingly becoming aware of the role of Science, Technology and Innovation (STI) in lifting the region from the doldrums of poverty and deprivation. This is necessary if the continent aims to add value to its raw material in order to remain competitive in the global market and at the same time diversify the structure of its economies.  This paper aims to explore policies on STI implemented across countries in the region and how these policies have managed to change the status quo and ultimately led to building technological capability economies to enhance the wellbeing of the region.The paper primarily focuses on countries within sub-Sahara Africa excluding North Africa and the Middle East. However, comparisons are occasionally drawn from certain countries in the west and emerging economies.The paper systematically reviews national science, technology and innovation plans of selected countries in sub-Sahara Africa. Other secondary sources included credible journal articles, commentary, webpages, working papers and reports published on the selected countries.Empirical evidence gathered from secondary sources indicate that governments in the region have built public organizations and institutions to support STI. Yet technology-capability indicators available illustrates the results are far from expectation. The paper further discusses the barriers faced by governments in the design and implementation of STI policies that have led to the ensuing situation.In the face of the significant progress in setting up institutional frameworks across countries in the region leading to the adoption of a systemic approach, the ensuing results of STI policies in the region is marginal as evidenced in the indicators. Human and financial resources devoted to them are in shortfall. We admonish countries in the region to take all the necessary steps to develop national evaluation and STI data stand. The success of this approach will be contingent on the region first of all being able to evolve a specific conceptual and methodological tools for monitoring and assessing STI policies. Area of financing STI policies have to be reconsidered. Tax incentives and havens for technology related businesses ought to be given priority to augment already existing instruments such as export-led instruments. Keywords: Barriers; Sub-Sahara Africa; Policy, Science and Technology and Innovation (STI); Entrepreneurship

The impact of government funding on senior high enrolment in Ghana

Successive governments, both military and civilian regimes, funded senior high school education in Ghana to increase access and improve quality since the nation attained independence on 6 March 1957. In the study reported on here we adopted a quantitative research method using secondary data from five public senior high schools in the Wa Municipality, as these schools are beneficiaries of government funding in Ghana. We used the generalised linear model to test the impact of government funding on student enrolment. The study reveals that government funding has a significant impact on increasing enrolment among girls but it is not statistically significant in increasing boys’ enrolment. Keywords: enrolment; government funding; senior high school; sustainable development goal

Using technology acceptance model to measure the ese of social media for collaborative learning in Ghana

In this Digital era, thousands of teens in the universities use social network sites, it has become a way of life. Social Media Usage has recently received numerous debate in its impact on academics, with its advent, communities have become link to each other, but the lecture room still remains quite isolated, from other teachers, students, and a host of others who could potentially enhance learning. This study aimed at investigating the impact of social media usage on students’ academic performance through collaborative learning among university students in Ghana. (Based Davis et al,. 1989) Technology Acceptance Model (TAM), a conceptual framework was adopted for the study. To achieve the objectives, a quantitative data analysis method was employed. A total of 200 students were randomly surveyed for the study.  Regression analysis revealed that, Interaction with peers, perceived ease of use and perceived usefulness had a significant positive relationship with collaborative learning. Furthermore, results suggested that there exist a significant mediation effects on the relationship between social media usage dimensions and academic performance. TAM does not take into account environment or economic factors that may influence a person’s intention to perform a behavior. The study recommends a clear mobile learning methodologies, rules and policies for integrating student activities on social media into their final grades

Using technology acceptance model to measure the use of social media for collaborative learning in Ghana

In this Digital era, thousands of teens in the universities use social network sites; it has become a way of life. Social Media Usage has recently received numerous debates in its impact on academics, with its advent, communities have become link to each other, but the lecture room still remains quite isolated, from other teachers, students, and a host of others who could potentially enhance learning. This study aimed at investigating the impact of social media usage on students’ academic performance through collaborative learning among university students in Ghana. Based Davis, Bagozzi & Warshaw (1989), Technology Acceptance Model (TAM), a conceptual framework was adopted for the study. To achieve the objectives, a quantitative data analysis method was employed. A total of 200 students were randomly surveyed for the study. Regression analysis revealed that, Interaction with peers, perceived ease of use and perceived usefulness had a significant positive relationship with collaborative learning. Furthermore, results suggested that there exist a significant mediation effects on the relationship between social media usage dimensions and academic performance. TAM does not take into account environment or economic factors that may influence a person’s intention to perform a behavior. The study recommends a clear mobile learning methodologies, rules and policies for integrating student activities on social media into their final grade