4 research outputs found

    Factors Influencing Teachers' Implementation of Online Teaching and Learning Mode during Covid-19

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    Brunei first detected the covid-19 pandemic on March 9, 2020, which closed physical schooling immediately, and schools later continued online in response to the pandemic. This study investigates teachers' feedback on the new school norm of online teaching and learning mode. The objective of this study is to test the conceptual research model derived from the Unified Theory of Acceptance and Use of Technology (UTAUT) for determining how the facilitating factors influence teachers’ intentions and their beliefs about their behavioural implementation of online teaching and learning mode. The participant of the study consists of 6,078 teachers in public schools in Brunei Darussalam. An electronic survey questionnaire was developed and disseminated to the teachers. The analyses of the quantitative data involved factor analysis and structural equation modelling (SEM). The significant findings are (i) teachers' Behavioural Intention directly correlates to motivation factor (Satisfaction), facilitating factor (Effort Expectancy), and the belief factors (Risk and Trust); (ii) teachers' Behavioural Intention are indirectly correlated to motivational factor (Perceived Enjoyment) and facilitating factor (Self-efficacy); (iii) teachers' Implementation of online teaching and learning mode relates directly to Behavioural Intention and belief factor (Trust). The study concludes that teachers can be encouraged and supported to implement online teaching and learning mode by addressing the factors influencing their behavioural intentions

    An examination of factors influencing Bruneian secondary teachers' use of information and communication technology in teaching: a survey exploration

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    Examining teachers' attitudes/perceptions and their influence on behaviour can be an important step in understanding the psychosocial factors affecting teachers' use of Information and Communication Technology in teaching. This study attempted to provide such an understanding by elaborating Ajzen's theory of planned behaviour (TPB), a widely applied psychosocial theory in modeling behaviours. Basically, TPB explains a behaviour as a consequence of attitude towards the behaviour, subjective norms, and perceived behavioural control. These three direct factors of TPB are, in turn, influenced by salient beliefs or indirect factors: behavioural, normative, and control beliefs, respectively. In this study, the TPB was modified by (1) decomposing each of the three types of beliefs into two dimensions respectively, and (2) incorporating external variables – age, sex, subject taught, teaching experience, teaching period, qualification, level of class, classroom access, and computer laboratory access. Using these predictor variables, an Information and Communication Technology Use Model (ICTUM) was developed for assessment and comparison in performance with the TPB. Using a survey questionnaire, data were collected from a total of 1,040 secondary school teachers in eighteen government schools in Negara Brunei Darussalam. Structural equation modeling, using AMOS 5.0 software, was employed as the major statistical analytic technique for a series of data analyses: measurement model assessment for validity and reliability tests; and assessments of the models, ICTUM and TPB. The proposed model, ICTUM, was found to fit only marginally and the modification efforts through beliefs decomposition and external variables incorporation provided only a small increase in the amounts of variance explained by the predictor variables. However, the TPB model of direct factors was found to be a good-fitting model showing attitude towards behaviour, and perceived behavioural control; as predictors of intention; and intention as a stronger predictor of use of ICT than perceived behavioural control. By demonstrating the significance of those factors as predictors of intention and use of ICT, this study suggests that augmenting teachers' positive attitudes towards the use of ICT and supporting them technically and personally could encourage teachers to increase the use of ICT in their teaching. This study also suggested a need for future research on the direct influence of salient beliefs on intention, and behaviour (use of ICT) respectively. Although the TPB model is theoretically and statistically justifiable, further testing with different samples is required. Through its use of a theoretical and statistical modeling approach, the current study represents an initial step towards uncovering fundamental mechanisms that explain teacher use of ICT in teaching

    Using the theory of planned behaviour to predict Bruneian science and mathematics teachers’ intentions to use ICT in teaching

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    The Theory of Planned Behaviour (TPB) (Ajzen, 1985) was utilised as the theoretical framework for predicting and explaining science and mathematics teachers’ intentions and use of ICT in teaching. The study employed of six-part self-report survey questionnaire: (1) demographic information, (2) Attitudes towards use of ICT, (3) Subjective Norms, (4) Perceived Behavioral Control, (5) Intention to use, and (6) Use of ICT scales. 109 science teachers and 104 mathematics teachers from 15 secondary schools in one district in Brunei responded to the questionnaire. Structural equation modelling (SEM) using statistical software AMOS version 5.0 was used to assess the strength of the relationships between the observed and construct variables and the model fit. The results indicated that teacher’ attitudes towards use of ICT and subjective norms significantly predict their intentions and subsequently intentions and perceived behavioural control significantly predict behaviour. However, perceived behavioural control was found not to have significant influence on intentions. The TPB theoretical model explains 20% of the variance in teachers’ intentions to use ICT and 31% of the variance in actual use

    Using the theory of planned behaviour to predict Bruneian teachers' intentions to use ICT in teaching

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    This study investigated use of the Theory of Planned Behaviour (TPB) (Ajzen, 1985) as a framework for predicting and explaining teachers’ intentions and use of ICT in teaching. Instrumentation consisted of a six-part self-report questionnaire: (1) Demographic information, (2) Attitudes towards use of ICT (AB), (3) Subjective Norms (SN), (4) Perceived Behavioral Control (PBC), (5) Intention to use (I), and (6) Use of ICT (B). Structural equation modeling (SEM) using AMOS 4.0, was used to assess the strength of the relationships between the construct variables and the model fit. The results indicated that teachers’ attitudes towards use of ICT and subjective norms significantly predict their intentions and that intentions significantly predict behaviour. However, perceived behavioural control was found not to have significant influence on intentions and behaviour. The TPB theoretical model explained 17% of the variance in teachers’ intentions to use ICT and 24% of the variance in use
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