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Computer attitude, and the impact of personal characteristics and information and communication technology adoption patterns on performance of teaching faculty in higher education in Ghana, West Africa
Date of Award
Ingrid J. Guerra-Lopez
This study examined computer attitude, and the impact of personal characteristics and ICT adoption patterns on performance of multidisciplinary teaching faculty in three public universities in Ghana. A cross-sectional research of mixed methods was applied in collecting data and information. Quantitative data from 164 respondents were analyzed using descriptive, multivariate analysis of MANOVA and simultaneous multiple linear regression statistics. Findings show high and positive computer attitude with affective dominating usefulness, behavior and control factors. Evidence of differential ICT adoption thresholds represented by computer purchase, general use, teaching, and research is observed. Overall ICT-based performance of the teaching faculty is modest. Significant variability in mean differences is reported across ICT performance factor levels on age and academic discipline, but not on gender and professional status. Independently, laggards predicted overall high statistically significant impact on ICT performance at 52% (p < .01). All other significant predictors fall within regression coefficients of 17 and 38% (p <.01 and .05 levels). Reasons, incentives and barriers to ICT integration were examined and reported together with special computer proficiency levels. Inclusive development is a palpable opportunity and the best practices are those supported holistically for their impact. Strategies for practice and further studies into adoption and performance behaviors that could ultimately influence investment, personal, professional, and overall growth of ICT in higher education are recommended.
Larbi-Apau, Josephine A., "Computer attitude, and the impact of personal characteristics and information and communication technology adoption patterns on performance of teaching faculty in higher education in Ghana, West Africa" (2011). Wayne State University Dissertations. 248.