Charles Buabeng-Andoh
4 Publications in AERD
Author Publications
Export PDFThe use of smartphones for educational purposes in higher education: Nursing students’ perspectives
By Charles Buabeng-Andoh
Mobile technology use in nursing education is quite a new trend. Over the past decade, mobile technology is increasingly used in nursing education as a way of improving communication between teacher and student, providing timely access to information and improving learning efficiency. This study explored nursing students’ educational use of smartphones. A sample size of 128 students was used for the data analysis. Descriptive statistics, analysis of variance, Mann-Whitney test, and Kruskal-Wallis test were used to analyze the data. The study found that students mostly used their smartphones for sharing notes with classmates, reading lecture notes, performing library or literature search, taking photos of their work, and surfing the web for learning materials. Additionally, the study revealed that there were significant differences in the educational use of smartphones in terms of gender and level of skills. However, there were no significant differences in students’ attitudes toward the educational use of smartphones in terms of gender and level of skills. Generally, students showed positive attitudes toward the educational use of smartphones. © Common Ground Research Networks, Charles Buabeng-Andoh, Fred Totimeh
Exploring University students’ intention to use mobile learning: A research model approach
By Charles Buabeng-Andoh
A substantial number of learning organizations have embraced the tools to boost mobile learning. But, research into the determinants of its acceptance is in its infancy phase. This study empirically explored the validity of the integrated model of the theory of planned behavior and technology acceptance model in explaining the determinants that drive university students’ intentions to use mobile learning technology. To test the research model, data were gathered from 487 university students using questionnaire. The data was analyzed using the structural equation modeling technique. The results revealed that attitude significantly affects behavioral intention. Also, the result revealed that perceived usefulness, perceived ease of use, self-efficacy, and subjective norm positively affect attitude. Also, the attitude had the greatest effect on technology usage intention while self-efficacy had the smallest effect on technology usage intention. This study added to the latest discussions on utilizing research models to clarify university students’ intention of the use of technology in academic environments in developing countries. © 2020, Springer Science+Business Media, LLC, part of Springer Nature.
Investigating students’ intentions to use ICT: A comparison of theoretical models
By Charles Buabeng-Andoh
In the technology acceptance studies, both the theory of reasoned action and the technology acceptance model have been widely adopted to study the factors that influence users’ technology usage intentions. While these frameworks have been mostly tested in Western nations, there has been a little effort to apply these frameworks in non-Western nations. With the globalization of education and technology, there is an urgent demand to know whether TRA and TAM apply in another culture. This study compared TRA, TAM and integrated frameworks that best explained or predicted students’ technology usage intention. Structural equation model was employed to perform the data analysis collected from 487 university students. The results showed that there were no differences in predictive strength of behavioral intention among the three models. Thus, the predictive strength of the three models was similar. This study contributed to the ongoing discourses in employing theoretical models to understand undergraduate students’ behavioral intention in educational contexts in developing countries. Implications, limitations and future studies were discussed. © 2018, Springer Science+Business Media, LLC, part of Springer Nature.
Factors that influence teachers’ pedagogical use of ICT in secondary schools: A case of Ghana
By Charles Buabeng-Andoh
Technology is perceived as a vital driving force for contemporary education. The Government of Ghana acknowledges the relevance of Information and Communication Technology (ICT) in education, and it is financing ICT in secondary schools. However, most instructors are unwilling to integrate ICT into their teaching. Therefore, the purpose of this study was to investigate the factors that influence secondary school teachers’ ICT usage in schools. The participants were 376 teachers randomly selected from 24 public and private schools. The data collected from the participants were analyzed by using descriptive statistics and analysis of variance. The results showed that teachers’ use of ICT was still confined to basic and traditional activities such as search for information, class presentation etc. Internal and external factors were found to influence teachers’ ICT usage. Also, female teachers reported that they use ICT more than male teachers. In general, this study has contributed to the literature regarding teachers’ pedagogical use of ICT in secondary schools and also their gender differences in the use of ICT. © 2019, Anadolu University, Faculty of Communication Sciences. All rights reserved.
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