Self-efficacy and the innovation-decision process at Kolej Profesional Mara Melaka implication for a higher education institution
The purpose of this study is to understand the underlying psychological processes that facilitate the adoption of innovations by higher education institution. Specifically, three types of self-efficacy (college teaching, teaching with technology, and general) were considered in light of demographic...
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| Format: | Thesis |
| Language: | English English |
| Published: |
2008
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| Online Access: | http://eprints.utem.edu.my/id/eprint/14426/1/SELF-EFFICACY_AND_THE_INNOVATION-DECISION_PROCESS_AT_KOLEJ_PROFESSIONAL_MARA_MELAKA_Implication_For_A_Higher_Education_24.pdf http://eprints.utem.edu.my/id/eprint/14426/3/Self-efficacy%20and%20the%20innovation-decision%20process%20at%20Kolej%20Profesional%20Mara%20Melaka%20implication%20for%20a%20higher%20education%20institution.pdf http://eprints.utem.edu.my/id/eprint/14426/ http://library.utem.edu.my:8000/elmu/index.jsp?module=webopac-d&action=fullDisplayRetriever.jsp&szMaterialNo=0000063135 |
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| Summary: | The purpose of this study is to understand the underlying psychological processes that facilitate the adoption of innovations by higher education institution. Specifically,
three types of self-efficacy (college teaching, teaching with technology, and general) were considered in light of demographic variables and Rogers' model of the innovation-decision process. Following the data analysis procedures used in this study, the research discovered an identical trend where college teaching self-efficacy, teaching with
technology self-efficacy and general self-efficacy is higher in each subsequent innovation-decision stage (knowledge, persuasion, decision and implementation) for the
adoption of instructional technologies; however, none of the respondents have reached the confirmations stage of the innovation-decision stage. This suggests that none were
responding to the confirmation stage as there were no opportunities for them to adopt instructional technologies because of the unavailability of such facilities for the teaching and learning purposes. Although the test of ANNOY A could not find any significant relationship between the college teaching self-efficacy, teaching with technology self-efficacy and general self-efficacy to the innovations-decision stage, the simple regression test found out that teaching with technology self-efficacy significantly correlate to the innovation-decision stage. |
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