1

ICT ACCEPTANCE AND USE AMONG UKM POSTGRADUATE STUDENTS

ZaherAtwa (P 71592)
Nawal Mustafa (P 59223)
Siti Hashidah Mohd Nasir (P 66513)
Universiti Kebangsaan Malaysia, Faculty of Education, Malaysia


INTRODUCTION

Information and communications technology (ICT) has become more important in the todays
development of education. The use of this technology not only saves time and energy, it also
eases the access of information since it moves and happens within the cyber or virtual space
which has no exact location and specific time. From its daily usage in the form of
telecommunications, the Internet access and Wi-Fi connectivity, ICT has permeated every level
of an individuals daily interaction andmakes its use almost necessary in every field.
ICT skills are one of the important elements in order for a country to achieve its nations
vision to produce a professional and highly skilled workforce. In line with the Pelan
Pembangunan Pendidikan Malaysia 2013 2025 (Malaysian Education Development Plan 2013
2025),the government emphasizes ICT skills as one of the important factors in developing a
knowledgeable society and moving towards K-economy. The government has listed the
utilization of ICT skills as one of the ways to increase the quality of teaching and learning in
Malaysia.

ICT in higher education
In higher education, students, researchers and teaching staff use ICT for multiple purposes for
their professional work, for entertainment, socializing and shopping. The usage is not only
limited to educational and social reasons, as highlighted in Horvat, Oreski and Markic (2011),
ICT usage is on the increase due to the integration of ICT in higher education. The students have
access to the Internet for help with their research and study. Due to this daily growing network,
the competition in the knowledge game is in high speed. Academic achievement depends on the
ability to read, comprehend and communicate at high levels using ICT.
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Dulle (2011) mentions the importance of postgraduate students having the correct ICT
skills not only to prepare for their theses and dissertations but also for their future research. By
having skills in accessing scholarly, accurate and timely information, which is available on the
Internet, the postgraduate students are able to progress in their research. Needless to say, students
who are lagging behind in ICT skills will not be able to outperform their peers who have
mastered the use of ICT skills.

UTAUT Model of acceptance as a theoretical framework
Understanding why people accept or reject new information or communication technology has
been one of the most challenging issues in the study of new technologies. Among the various
efforts to understand the process of user acceptance of information systems, the Technology
Acceptance Model (TAM) which was introduced by Davis (1986) has become one of the most
cited theoretical frameworks. The model aims not only to explain key factors of user acceptance
of information systems, but also to predict the relative importance of the factors in the diffusion
of technological systems (Davis, Bagozzi, & Warshaw, 1989).
TAM is rooted in the theory of reasoned action (I Ajzen & Fishbein, 1980; Fishbein &
Ajzen, 1975), which has been applied to predicting and explaining user behaviors across a wide
variety of domains. According to the theory of reasoned action (TRA), a person's performance of
a specified behavior is determined by his or her behavioral intention to perform the behavior, and
behavioral intention is jointly determined by the person's attitude and subjective norms
concerning the behavior in question (I Ajzen & Fishbein, 1980; Fishbein & Ajzen, 1975).
Following the logic of the TRA, the TAM explores the factors that affect behavioral intention to
use information or computer systems and suggests a causal linkage between two key variables
perceived usefulness and perceived ease of useand users' attitude, behavioral intention, and
actual system adoption and use (F. D. Davis, 1986).
Theory of Planned Behavior (I. Ajzen, 1991), according to Ajzen, mentions intention as an
immediate predictor of behavior. Davis (1985, 1989), further developed TAM to explain
computer usage and acceptance of IT. TAM2 is the extension of TAM which includes social
influence process such as subjective norms and cognitive instrumental process. The Unified
Theory of Acceptance and Use of Technology (UTAUT) has condensed the 32 variables found
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in the existing eight models (TRA, TAM, TPB, C-TAM-TPB, MM, MPCU, IDT and SCT) into
four main constructs and four moderating factors. The combinations of the constructs and
moderating factors have increased the predictive efficiency to 70%, a major improvement over
previous TAM model rates.


Figure 1: UTAUT Model (Venkateshet.al., 2003)

PE - is the extent an individual believes the system will help them do their jobs better (PU)
EE - relate to how ease an individual believes the system is to use (PEOU)
SI - relate to whether or not important others influence an individuals intention to use the
system.
FC - whether individual have the personal knowledge and institutional resources available to use
the system.
UTAUT- Unified Theory of Acceptance and Use of Technology

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UTAUT also addresses how individual differences determine the acceptance and use of
technology. Looking at it in detail, the connection between PU, PEOU, and intention to use can
be moderated by age, gender, and experience. For instance, the strength between PU and
intention to use varies with age and gender in such a way that it is more significant for male and
young workers. Again the effect of PEOU on intention is also moderated by gender and age in
such a way that it is more significant for female and older workers, and the effect decreases with
experience. The UTAUT model accounted for 70% of the variance in usage intention, better than
any of TAM studies alone.

Objective of the Study
The objective of the research is to find out the level of acceptance and use of ICT among
graduate students in UKM.

Research Questions
1. What is the acceptance level of ICT among postgraduate students in UKM?
2. What is the level of use of ICT among postgraduate students in UKM?
3. Which factor contributes the most to the acceptance & use of ICT among postgraduate
students in UKM?

Hypothesis
Ho 1- There is no difference between male and female postgraduate students of UKM in using
ICT.
Ho 2 - There is no difference between Malaysian and non-Malaysian postgraduate students of
UKM in using ICT.
Ho 3 - There is no difference between single and married postgraduate students of UKM in using
ICT.
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METHODOLOGY

This study was conducted at National Universityof Malaysia(UKM) as a mini research project. A
survey questionnaire was administered using a random sampling of 44 postgraduate students.
The questionnaire containing 23 questions based on the UTAUT model (Venkatesh et al 2003)
and 6 demographic statements consist of age, gender, nationality, marital status, education level,
and faculty of study totaling 29 questions, was adapted from Oye, Aiahad, & Ab.rahim (2011).
The data was checked and screened for any errors. One negatively worded item was recoded, and
then deleted for reliability. Later, the items were regrouped into 5 constructs and SPSS version
20 was used in the data analysis.

Validity & reliability
UTAUT Unified Theory of Acceptance and Use of Technology (Venkatesh et al., 2003) was
piloted using Chronbach Alpha coefficient (0.835) is greater than 0.7 (>0.7) although the
number of the sample is only 4 and less than 10. To govern the validity and reliability of
questionnaires, 15 questionnaires amended from UTAUT were distributed to graduate students
of UKM as a pilot study.
Each of the 5 scales was checked for the reliability with its samples. It is found that they
are reliable and consistent with the samples. Chronbachs Alpha coefficient is greater than 0.7
(>0.7) for each of them although the number of the sample is less than 10 per each.

RESULTS AND DISCUSSION
Profile of the respondents
The study respondents are 44 students who are studying at Masters and PhD level in Universiti
Kebangsaan Malaysia in its main campus in Bangi, Selangor. There are 9 faculties involved in
this study, but the majority are from the Faculty of Education and Faculty of Social Science and
Humanities. A complete profile of the respondents is described in Table 1.

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Table 1: Profile of the respondents
Background Respondents Frequency Percentage
Age 21 to 30 19 43.2
31 to 40 18 40.9
41 to 50 6 13.6
51 to 60 1 2.3
Gender Male 23 52.3
Female 20 45.5
Nationality Malaysian 13 29.5
Non Malaysian 25 56.8
Marital status Single 23 52.3
Married 21 47.7
Level of study Master 23 52.3
PhD 20 45.5
Faculty Economic and Management 3 6.8
Engineering and Built 3 6.8
Education 13 29.5
Information Science & Technology 5 11.4
Islamic Studies 5 11.4
Science and Technology 5 11.4
Social Sciences & Humanities 9 20.5
Business 1 2.3
Law 1 2.3

Based on Table 1, the majority of postgraduate students range from age group 21 to 30
years (43.2%), followed by the age group 31 to 40 years (40.9%). Gender of respondents
consisted of 52.3% males and 45.5% females. In terms of nationality, 29.5% are Malaysian
students and 56.8% are non-Malaysian students. 52.3% are married, while the other 47.7% are
single. The study found that the students made up 52.3% of Masters students, and 45.5%
students are pursuing their PhDs. Majority of respondents were students of Faculty of Education
(29.5%), followed by the students from Faculty of Social Sciences & Humanities (20.5%).
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Descriptive Analysis
A descriptive statistical analysis is described in this section in order to provide a broad
understanding of the postgraduate students view of ICT acceptance and use. The participants
were asked to rate their level of agreement with each statement or question with appropriate
responses on a five item Likert scale. Where (1) is Strongly Disagree, (2) is Disagree (3) is
Neither Agree nor Disagree, (4) is Agree, and (5) is Strongly Agree.
Performance expectancy (PE1-4) which consists of four items (B1-B4)
The scales internal consistency with its samples was checked for the reliability. It is found that it
is reliable and consistent with its sample. The Inter-Item Correlation Matrix values are all
positive.By the same way, the reliability for other scales was checked.

Table 2: Reliability Statistics
Cronbach's Alpha Cronbach's Alpha Based on
Standardized Items
N of Items
0.835 0.837 4

Table 3: Item Statistics
Mean Std. Deviation N
B1 4.00 1.000 41
B2 4.29 0.929 41
B3 4.24 0.888 41
B4 3.93 0.959 41

Table 4: Inter-Item Correlation Matrix
B1 B2 B3 B4
B1 1.000 .727 .704 .391
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B2 .727 1.000 .639 .362
B3 .704 .639 1.000 .550
B4 .391 .362 .550 1.000

Table 5: Summary Item Statistics
Mean Minimu
m
Maximu
m
Range Maximum /
Minimum
Variance N of
Items
Inter-Item
Correlations
0.562 0.362 0.727 0.365 2.010 0.022 4

Table 6: Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance if
Item Deleted
Corrected Item-
Total Correlation
Squared
Multiple
Correlation
Cronbach's
Alpha if Item
Deleted
B1 12.46 5.205 0.734 0.625 0.759
B2 12.17 5.645 0.691 0.561 0.780
B3 12.22 5.526 0.776 0.607 0.745
B4 12.54 6.305 0.484 0.302 0.869

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Table 7: Summary of survey responses (N=44): Performance Expectancy
Item
Mean
Std.
Deviation
Performance Expectancy 4.029 0.817
Q1 (PE1) I find the ICT offered at my institution useful in my job 4.00 0.976
Q2 (PE2) Using the ICT available enables me to accomplish tasks more
quickly
4.30 0.904
Q3 (PE3) Using the ICT available increases my productivity. 4.25 0.866
Q4 (PE4) If I use the current ICT, I will increase my chances of getting a
raise
3.93 0.959

Performance expectancy scale had a mean response of 4.03 and standard deviation of
0.817. Responses to performance expectancy questions (Q1-Q4) are related to the extent an
individual believes ICT helps them to do their job better. The overall results for these series of
questions associated to the perceived usefulness of ICT to the UKM graduate students were
positive. This implies that the university ICT system makes learning task more easily
accomplished, and making them more productive. The level of expected adoption of ICT is high.
It is clear that the performance expectancy scale has exerted the strongest effect. Therefore
performance expectancy is the most influential factor for the acceptance and use of ICT
by the respondents.
When one looks at questions Q1, Q2 and Q3 the notable thing within these
question group is that the mean for the usefulness of ICT is more than 4.0 out of 5.0 which is
more than 80%. Also, the responses to Q4 have 79% believing that using ICT would increase
their chance of getting a raise. The 79% is suggesting that there is perceived monetary
reward incentive linked with ICT usage and a future prospect of getting a better job with
higher pay.

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Table 8: Summary of survey responses (N=44): Effort Expectancy
Item
Mean
Std.
Deviation
Effort Expectancy 3.89 0.85
Q5 (EE1) My interaction with the ICT available is clear and
understandable
3.91 0.91
Q6 (EE2) It would be easy for me to become skillful at using the current
ICT
4.09 0.74
Q7 (EE3) I would find whatever ICT available easy to use 3.93 0.96
Q8 (EE4) Learning to operate an ICT is easy for me 3.90 1.08

Effort expectancy construct had a mean response of 3.89 and standard deviation of 0.85.
EE was significantly correlated with BI at the 0.01 level (2-tailed). Responses to effort
expectancy questions (Q5-Q8) are related to how easy an individual believes the ICT system is
to use. Overall results for this series of questions were perceived as being positive with
individual ability to easily use and understand the current ICT, which are always user friendly.
The result shows the highest mean of 4.09 that they could use ICT. EE has the highest
correlation with Behavioral intention (BI) at 0.323. All the constructs were significantly
correlated with BI but the strongest correlation was Q6 (EE2), which states that:It would be
easy for me to become skillful at using the current ICT.

Table 9: Summary of survey responses (N=44): Social Influence
Item
Mean
Std.
Deviation
Social Influence 3.76 0.684
Q9 (SI1) People who influence my behavior think I should use the ICT 3.77 0.868
Q10 (SI2) People who are important to me think I should use the ICT 3.70 0.887
Q11 (SI3) The senior management of this institution has been helpful in
the use of the ICT
3.66 0.861
Q12 (SI4) In general, the organization has supported the use of the ICT 4.09 0.802

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Social Influence had a mean of 3.76 and a standard deviation of 0.684. This construct was
significantly correlated with BI with a correlation coefficient of 0.305. Responses to social
influence questions (Q9-Q12) are related to whether or not important others' influence an
individual's intention to use the ICT system. Overall results for this series of questions were
perceived as being slightly positive with regard to personal and institutional support, and other's
influence on their ICT system use. In general, senior officials would support the use of
technology for teaching and learning. Q12 (SI4) had an over whelming positive response with
82% of the respondents mean.

Table 10: Summary of survey responses (N=44): Facilitating Conditions
Item
Mean
Std.
Deviation
Facilitating Conditions 3.98 0.580
Q13 (FC1) I have the resources necessary to use the current ICT 4.05 0.844
Q14 (FC2) I have the knowledge necessary to use the ICT 4.00 0.940
Q15 (FC3) DELETED for reliability and consistency
Q16 (FC4) A specific person (or group) is available for assistance with
ICT difficulties
3.48 0.943
Q17 (FC5) I could complete the job or task using the ICT ... .if there was
no one around to tell me what to do as I go
3.60 0.903
Q18 (FC6) I could complete the job or task using the ICT ... .if I could
call someone for help if I got stuck
3.50 1.000
Q19 (FC7) I could complete the job or task using the ICT ... .if I had a lot
of time to complete the job for which the software was provided
3.80 0.878
Q20 (FC8) I could complete the job or task using the ICT ... .if I had just
built -in help facility for assistance
3.75 0.811

Facilitating Condition had a mean of 3.98 and standard deviation of 0.580. Responses to
facilitating condition questions (Q13-Q20) asks if individual's have the personal knowledge
and institutional resources available to use the ICT. Overall results for this series of questions
were perceived as being slightly positive with respondents stating that they possess the
knowledge to use the ICT systems and that their institutions have a support structure available to
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users, should they need assistance. Q15 (FC3) was negatively worded, later it was deleted for
reliability and consistency. It is clear that the first two questions Q13-Q14 have the highest mean
of 80% of the respondents have the necessary information and resources to use the current ICT.
Table 11: Summary of survey responses (N=44): Behavior Intention
Item
Mean
Std.
Deviation
Behavior Intention 3.66 0.930
Q21 (BI1) I intend to use the ICT in the next 3 months 3.64 0.942
Q22 (BI2) I predict I would use the ICT in the next 3 months 3.68 0.983
Q23 (BI3) I plan to use the ICT in the next 3 months 3.66 1.010

Behavioral Intention BI had a mean of 3.66 and standard deviation of 0.930.
Responses for behavioral intention questions (Q21-Q23), is grounded in the theoretical
relationship between several technology acceptance and use models incorporating intention
to use a given technology with the actual usage of that technology. Thus, if a person's intention is
to use ICT, it is theorized that they will likely do so as intention is a good predictor of usage. The
overall results for this series of questions (73%) were perceived above the neither agreeing nor
disagreeing and near to that they intended to use ICT. These results indicate that the majority of
the participants are not quite confident of their intention to use ICT.

Table 12: Reliability and consistency of the scale (Chronbachs alpha coefficient)
Performance
expectancy
(PE1-4)
Effort
expectancy
(EE5-8)
Social
influence
(SI9-12)
Facilitati
ng
condition
(FC13-
20)
Behavior
al
intention
(BI21-
23)
ICT
Acceptanc
e (B1-23)
Mean 4.0284 3.8920 3.7614 3.9801 3.6591 3.9411
Std.
Deviation
0.81629 0.84976 0.68403 0.58004 0.93036 0.60641
Cronbach
alpha
coefficient ()
0.835 0.876 0.804 0.790 0.946 0.821
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Oye et al
(2011)**.
(Mean)
4.32 3.87 3.03 3.75 3.31
Oye et al
(2011)**.Std.
Deviation
0.665 0.562 0.300 0.592 0.465

Among the UTAUT constructs, performance expectancy (PE) has the largest mean of
4.03 which exerted the strongest effect. Therefore performance expectancy is the most influential
factor for the acceptance and use of ICT by the UKM postraduate students. This result is
consistent with Oye et al. (2011) study which was conducted in a Nigerian University. The
research found that tasks were easily accomplished when using university ICT hence making the
students more productive.

Correlation Analysis
Table 13: Correlations
Correlations
Performance
expectancy
(PE1-4
Effort
expectancy
(EE5-8)
Social
influence
(SI9-12)
Facilitating
condition
(FC13-20)
Behavioral
intention
(BI21-23)
Performance
expectancy
(PE1-4
Pearson
Correlation
1 0.755
**
0.671
**
0.549
**
0.230
Sig. (2-tailed)

0.000 0.000 0.000 0.133
N 44 44 44 44 44
Effort
expectancy
(EE5-8)
Pearson
Correlation
0.755
**
1 0.737
**
0.702
**
0.323
*

Sig. (2-tailed) 0.000

0.000 0.000 0.033
N 44 44 44 44 44
Social influence
(SI9-12)
Pearson
Correlation
0.671
**
0.737
**
1 0.557
**
0.305
*

Sig. (2-tailed) 0.000 0.000

0.000 0.044
N 44 44 44 44 44
Facilitating
condition
(FC13-20)
Pearson
Correlation
0.549
**
0.702
**
0.557
**
1 0.278
Sig. (2-tailed) 0.000 0.000 0.000

0.068
N 44 44 44 44 44
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Behavioral
intention (BI21-
23)
Pearson
Correlation
0.230 0.323
*
0.305
*
0.278 1
Sig. (2-tailed) .133 .033 .044 .068

N 44 44 44 44 44
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
The correlation is positive for all of them,small r=.10 to .29,,, medium r=.30 to .49,,, large r=.50 to 1.0

Facilitating conditions is significant to Performance expectancy at the 0.01 level (2-tailed), with r
= 0.549 and p-value 0.000. The correlation reveals that facilitating condition (that is whether
individual have the personal knowledge and institutional resources available to use the system)
has significant relation with performance expectancy (which is the extent an individual
believes the system (ICT) will help them do their jobs better).

Performance expectancy is significant to Effort expectancy, with r = 0.755and p-value
0.000. The correlation reveals that performance expectancy (which is the extent an individual
believes the system (ICT) will help them do their jobs better) has significant relation with effort
expectancy (which is related to how easy an individual believes the system (ICT) is to use). This
strong relationship shows that ICT will help the UKM postgraduate students do their tasks better,
they also believe that it will not be difficult to use.

Effort expectancy is highly significant to Social influence, with r = 0.737and p value
0.000. The correlation reveals that effort expectancy (which is related to perceived ease of use)
has very high significant relation with social influence. This relation is a true strong relation. The
UKM managers should improve the quality of ICT infrastructure, facilities and internet
services, so that UKM postgraduate students can accept and use ICT for teaching and
learning process.

Social influence is significant to Performance expectancy, with r = 0.671 and p value
0.000. The correlation reveals that social influence (which is related to whether or not important
others influence an individuals intention to use the system ) has significant relation with
performance expectancy (which is the extent an individual believes the system will help them
do their tasks better). The financial commitment placed on the awareness, adoption and
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ICT innovation by the managers of UKM has a strong relation on the perceived
usefulness of ICT in UKM by its postgraduate students.

The correlation of Behavioral intention with Effort expectancy shows that, the
value of r is 0.323 and is highly significant with p-value 0.033. BI (behavioral intention) and
effort expectancy (which is related to perceived ease of use of the ICT system).


Table 14: Gender
Group Statistics

Gender N Mean Std. Deviation Std. Error
Mean
ICT Acceptance (B1-
23)
Male 23 3.9506 .58547 .12208
Female 20 3.9341 .65944 .14745

There were no significant difference concerning gender.

Table 15: Independent Samples Test

Levene's Test
for Equality
of Variances

F Sig. t df Sig.
(2-
tailed)
Mean
Differe
nce
Std.
Error
Differe
nce
95%
Confidence
Interval of the
Difference
Lower Upper
ICT
Acceptanc
e (B1-23)
Equal
variances
assumed
.000 .993 .087 41 .931 .01650 .18982
-
.3668
4
.3998
5
Equal
variances
not
assumed

.086
38.3
94
.932 .01650 .19143
-
.3709
0
.4039
0



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Table 16: Nationality
Nationality No significant
difference
concerning
Nationality

Nationality
Nationality
No significant
difference
concerning
Nationality

No significant
difference
concerning
Nationality


There were no significant difference concerning nationality.

Table 17: Independent Samples Test
Levene's Test
for Equality of
Variances
t-test for Equality of Means
F Sig. t df Sig. (2-
tailed)
Mean
Differen
ce
Std.
Error
Differe
nce
95% Confidence
Interval of the
Difference
Lower Upper
ICT
Acceptan
ce (B1-
23)
Equal
variance
s
assumed
3.594
.066
>0.0
5

.850 36 .401 .18084 .21263 -.25039 .61207
Equal
variance
s not
assumed

1.00
3
35.5
33
.323 .18084 .18034 -.18508 .54676


Table 18: Group Statistics

MaritalStatus N Mean Std. Deviation Std. Error
Mean
ICT Acceptance (B1-
23)
Single 23 4.1285 .48796 .10175
Married 21 3.7359 .66644 .14543
There is a significant difference concerning marital status.
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Table 19: Independent Samples Test
Levene's Test
for Equality of
Variances
t-test for Equality of Means
F Sig. t df Sig. (2-
tailed)
Mean
Differen
ce
Std.
Error
Differen
ce
95% Confidence
Interval of the
Difference
Lower Upper
ICT
Acceptan
ce (B1-
23)
Equal
variances
assumed
1.768 .191
2.2
43
42 .030 .39253 .17501 .03935 .74571
Equal
variances
not
assumed

2.2
12
36.4
35
.033 .39253 .17749 .03272 .75234

General use of ICT
The level use of ICT by the UKM postgraduate students is high. About 60% of the
respondents are using ICT 6-10 hours/day or more than that. While the minimum use of 1-5
hours/day is 40%. No respondent use ICT for less than one hour/day. The following figure
illustrates the ICT use.

Figure 1: General use of ICT
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ICT use as a learning tool
The level use of ICT by the UKM postgraduate students as a learning tool is very high as
well. All of them have used ICT as learning tool at least once/week. About 50% are using ICT
for several times a week; and about 27% using ICT several times in a day. This means that about
77% using ICT at least several times/week.

Figure 2: ICT use as a learning tool

The ICT devices
The following table illustrates the results, take into account the respondents didnt
respond to all parts of the question. It will be enough if they respond (5) for laptop only, or
laptop and smartphone only and so on. This is why there are many missing respondents for some
parts of the item.
It is shown that 98% of the UKM graduate students are using laptop, 61% using
smartphone, 48% using tablet, 45% using desktop and 14% using other devices as ICT devices.
The interpretation for using the laptop is that it easy to carry and use.
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Table 20: ICT devices used by postgraduate students
Statistics
Desktop Laptop Smartphone Tablet Others
N Valid 20 43 27 21 6
% 45 98 61 48 14
Missing 24 1 17 23 38
Mean 2.65 4.74 4.04 2.81 1.33
Std. Deviation 1.182 0.875 1.224 1.327 0.816


CONCLUSION AND RECOMMENDATION
Based on the study, five variables that were suggested by UTAUT consisted of performance
expectancy, effort expectancy; social influence, facilitating conditions and behavioral intention
on age, gender, and nationality are not critically significant and do not influence the acceptance
of ICT among graduate students in UKM. Only marital status influences the acceptance of ICT
among graduate students in UKM. The result of this study was influenced by time constraints
faced by married couples. Those who are married but still continue their study obviously do not
have as much time to use ICT because of family commitments such as managing the household
and children. Otherwise, the study showed that those who are still single can allocate more time
using ICT because they do not have a commitment to other things other than studying.

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This study was conducted at UKM to verify the objectives of the study of the awareness,
adoption and acceptance of ICT innovation of UKM postgraduate students. This is to provide
them with practical and functional knowledge of computer, internet and associated areas of ICT
for improved effectiveness and efficiency. UKM should develop ICT policies and guidelines
that would support postgraduate students in their academic work and in their learning. ICT
tools should be made more accessible to both academic staff and students.

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Appendix: Questionnaire
ICT Acceptance and Use by UKM
Graduate Students
Dear UKM Graduate Student,
The purpose of this study is to measure the most influential factors for the acceptance and use of
ICT by UKM graduate students. Your participation in this study is very much appreciated and
will be treated as confidential. We thank you in advance for your valuable cooperation and look
forward for your support in responding to this mini questionnaire.
ICT definition according to UNESCO (2010) is: ICT contains many technologies for capturing,
interpreting, storing and transmitting information that enable us to receive, communicate or
exchange information with others in a fast and easy way

Section A: Background
Please answer all the following questions by ticking () the appropriate box.
Age: 2130 Gender: Male
31 40 Female
41 50
51 60 Nationality: Malaysian
Non-Malaysian
Please state:_________

Marital Single Study Master
Status: Married level of PhD
Others: ________ education:


Faculty: Dentistry Medicine
Economic and Management Pharmacy
Engineering and Built
Environment

Science & Technology
Education Social Science & Humanities
Health sciences Graduate School of
Information Science and
Technology
Business
Islamic Studies Law


22

Section B- ICT Acceptance and Use
Please rate each of the statements according to the following scale
Strongly Disagree
SD (1)
Disagree
D(2)
Neither Agree or Disagree
NAD(3)
Agree
A(4)
Strongly Agree
SA(5)
1 2 3 4 5

No. Item SD D NAD A SA
1. I find the ICT offered at my institution useful in my job 1 2 3 4 5
2. Using the ICT available enables me to accomplish tasks more
quickly
1 2 3 4 5
3. Using the ICT available increases my productivity. 1 2 3 4 5
4. If I use the current ICT, I will increase my chances of getting a
raise
1 2 3 4 5
5. My interaction with the ICT available is clear and understandable 1 2 3 4 5
6. It would be easy for me to become skillful at using the current
ICT
1 2 3 4 5
7. I would find whatever ICT available easy to use 1 2 3 4 5
8. Learning to operate an ICT is easy for me 1 2 3 4 5
9. People who influence my behavior think I should use the ICT 1 2 3 4 5
10. People who are important to me think I should use the ICT 1 2 3 4 5
11. The senior management of this institution has been helpful in the
use of the ICT
1 2 3 4 5
12. In general, the organization has supported the use of the ICT 1 2 3 4 5
13. I have the resources necessary to use the current ICT 1 2 3 4 5
14. I have the knowledge necessary to use the ICT 1 2 3 4 5
15. The system is not compatible with other ICT systems I use 1 2 3 4 5
16. A specific person (or group) is available for assistance with ICT
difficulties
1 2 3 4 5
17. I could complete the job or task using the ICT ... .if there was no
one around to tell me what to do as I go
1 2 3 4 5
18. I could complete the job or task using the ICT ... .if I could call
someone for help if I got stuck
1 2 3 4 5
19. I could complete the job or task using the ICT ... .if I had a lot of
time to complete the job for which the software was provided
1 2 3 4 5
20. I could complete the job or task using the ICT ... .if I had just
built -in help facility for assistance
1 2 3 4 5
21. I intend to use the ICT in the next 3 months 1 2 3 4 5
22. I predict I would use the ICT in the next 3 months 1 2 3 4 5
23. I plan to use the ICT in the next 3 months 1 2 3 4 5
1


23

Section C- ICT Devices and Use

Tick () the appropriate box
24. How many hours do you use ICT in a day?
Less than 1 hour Between 11 15 hours
Between 1 5 hours Between 16 20 hours
Between 6 10 hours Between 21 24 hours

25. How many times you use ICT as a learning tool in a week?
Not at all 2 or 3 times a week
Less than once a week Several times a week
About once a week Several times each day a week

26. Which devices do you use for ICT? (Rate 5 for the largest usage, 1 for the least usage)
Desktop
Computer
Laptop Smart phone Tablet Others:
(specify)



27. Why did you choose to use the ICT devices in Question 26?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Thank you for your cooperation, TerimaKasih, Salamatpo
, , , ,


24

References
Davis, F. D. (1986). A Technology Acceptance Model for Empirically Testing New End-User
Information Systems. Unpublished PhD Dissertation, Massachusetts Institute of
Technology, Massachusetts

Davis, Bagozzi, &Warshaw. (1989). User acceptance of computer technology: A comparison of
two theoretical models. Management Science, 35, 982-1003.
Dulle, F. W. 2011. Acceptance and Usage of Open Access Scholarly Communication by
Postgraduate Students at the Sokoine University of Agriculture and the University of Dar es
Salaam , Tanzania 21(1), 1727.
Horvat, J., Oreski, D. & Markic, D. 2011. Gender Differences in the Internet Usage among
Postgraduate Students. Proceedings of the ITI, 281-286.
Oye, N. D., Aiahad, N. & Ab.rahim, N. 2011. Awareness , Adoption and Acceptance of ICT
Innovation in Higher Education Institutions. International Journal of Engineering Research
and Applications, 1(4), 13931409.
Pelan Pembangunan Pendidikan 2013 - 2025 (2013), Online:
http://www.moe.gov.my/[15/6/2014]
Venkatesh, V., Morris, M. G., Davis, G. B. & Davis, F. D. 2003. User Acceptance of
Information Technology: Toward A Unified View. MIS Quarterly, 27(3), 425478.