Browsing by Author "Motai, Tumelo Alphoncy"

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    Predicting Secondary School Students’ Intention and Actual Learning in Information and Communications Technology Education using Composite Based Structural Equation Modelling
    (National University of Lesotho, 2024-11-05) Motai, Tumelo Alphoncy
    Information and Communication Technology (ICT) education is essential for equipping learners with the digital skills required in today's world. This study used the Unified Theory of Acceptance and Use of Technology (UTAUT) model to predict secondary school students' intentions and learning in ICT education. Previous research has not adequately explored the predictors of learners' intentions and learning outcomes specifically in Lesotho secondary schools. This study addresses the research gap by examining the relationships between performance expectancy, effort expectancy, social influence, and facilitating conditions and their impact on behavioural intention and actual learning outcomes in ICT education among secondary school learners in Lesotho. The study surveyed Grade 10 and Grade 11 students from 25 high schools in three Lesotho regions, with 670 students as a sample. The researchnstrument used was a structured questionnaire with closed-ended questions. The study found a significant positive relationship between the UTAUT constructs and students' behavioral intentions and learning outcomes in ICT education through data analysis and reliability assessment. Performance expectancy, social influence and effort expectancy all demonstrated strong positive correlations with behavioural intention to learn ICT. Facilitating conditions were positively related to learning outcomes. Additionally, behavioural intention significantly influenced learning outcomes, highlighting the importance of motivational factors in ICT education. Based on the results, it is recommended that the Ministry of Education and Training (MoET) in Lesotho prioritises investments in ICT resources and infrastructure across schools, particularly in underserved regions. Teacher training programmes should be enhanced to equip educators with the skills to teach ICT effectively. Furthermore, incorporating strategies that enhance learners' motivation and intention to engage in ICT education is crucial for improving learning outcomes.