Douglas Yeboah

2 Publications in AERD

Author Publications

Undergraduate students’ preference between online test and paper-based test in Sub-Saharan Africa

By Douglas Yeboah

Computer-based test has been administered in e-learning environments as part of ICT integration in education. Recently, online test is gaining attention in both regular and distance education institutions, and students’ preference or perception of an online test versus paper-based test is crucial in successful adoption or implementation of either of the test modes by any educational institution. For this reason, this study examined undergraduate students’ computer usage experience as a prerequisite for online test completion, and their perception and preference toward online test as opposed to paper-based test. It also examined how students’ perception of online test differed across sex, program major, and computer usage experiences. The findings would contribute to knowledge on factors for consideration, especially by faculty and instructional designers, in successful adoption of online test in undergraduate programmes. An online questionnaire was used to collect data from 213 undergraduate students at a university in Ghana, and the data were analyzed using median, standard deviation, Mann-Whitney U Test, Kruskal–Wallis Test, and Spearman correlation. The results indicated that students had high level of experience in computer usage, they had positive perception and preference for online test, there was no significant differences in perception of online test between female and male students, and among students of different majors. However, there was a positive correlation between computer use experience of the students and their perception of online test. It was recommended that universities seeking to implement online assessment ensure their students are equipped with adequate skills and experiences in computer usage. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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Students' acceptance of WhatsApp as teaching and learning tool in distance higher education in sub-Saharan Africa

By Douglas Yeboah

Many educators are concerned about students' use of WhatsApp for learning purposes, especially in emergency remote teaching during the COVID-19 pandemic. This study applied the unified theory of acceptance and use of technology (UTAUT) model to examine factors that predict distance students' acceptance of WhatsApp for learning. Correlational design was employed. Questionnaires were used to collect data from 273 undergraduate and post-graduate diploma distance students in Ghana. Data were analyzed using partial least squares-structural equation modeling (PLS-SEM). The results showed that performance expectancy, effort expectancy, social influence, and facilitating conditions are significant predictors of distance students' intentions to use WhatsApp to support learning. However, mobile phone self-efficacy without mediation was not a significant predictor of behavioral intention. Finally, use behavior was significantly predicted by behavioral intention but not facilitating conditions. It was recommended, among other things, that before adopting WhatsApp for instructional activities, management and faculties of educational institutions should ensure the availability of suitable conditions such as WhatsApp-supported mobile devices for students' use.

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