PROJECT CODE: 0000246

THE ROLE OF

COMPUTER AND INTERNET ACCESS IN BUSINESS STUDENTS

ACCEPTANCE OF E-LEARNING TECHNOLOGY

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TABLE OF CONTENTS
Cover Page
i
Title Page.ii
Certification...iii
Dedication..iv
Acknowledgment....v
Abstractviii
CHAPTER ONE: INTRODUCTION
Background of the Study.......................................................1
Statement of the Problem......................................................6
Research Questions.............................................................7
Purpose of the Study...........................................................7
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Significance of the Study.......................................................8
Scope and Delimitation of the Study..........................................9
Operational Definition of Terms.............................................10
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Theoretical Framework of Technology Acceptance Model (TAM). .Error!
Bookmark not defined.
Meaning of E-Learning.............Error! Bookmark not defined.
Need and Benefits of E-Learning...Error! Bookmark not defined.
The Role of Computer Access in Business Students Acceptance of ELearning Technology................Error! Bookmark not defined.
The Role of Internet Access in Business Students Acceptance of E-Learning
Technology..........................Error! Bookmark not defined.
Business Students Attitude towards E-Learning Error! Bookmark not
defined.
Factors Influencing Business Students Attitude towards E-Learning Error!
Bookmark not defined.
CHATPER THREE: RESEARCH METHODOLOGY
Research Design.....................Error! Bookmark not defined.
Population...........................Error! Bookmark not defined.
Sample and Sampling Techniques. .Error! Bookmark not defined.
Research Instrument................Error! Bookmark not defined.
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Validity of the Instrument...........Error! Bookmark not defined.
Method of Data Collection..........Error! Bookmark not defined.
Method of Data Analysis............Error! Bookmark not defined.
CHAPTER FOUR: PRESENTATION AND DISCUSSION OF
RESULTS
Analysis of Results..................Error! Bookmark not defined.
Research Findings...................Error! Bookmark not defined.
Discussion of Findings..............Error! Bookmark not defined.
CHAPTER FIVE: SUMMARY, CONCLUSION, RECOMMENDATION AND
SUGGESTIONS FOR FUTHER STUDIES

Summary............................Error! Bookmark not defined.

Conclusions.........................Error! Bookmark not defined.
Recommendations...................Error! Bookmark not defined.
Suggestion for Further Studies.....Error! Bookmark not defined.
Refferences..........................Error! Bookmark not defined.
Appendix............................Error! Bookmark not defined.

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ABSTRACT
The research work investigated the role of computer and internet access in
business students acceptance of E-Learning Technology. Four (4) research
questions were raised to guide the study. Relevant literature was reviewed to
provide theoretical bases for the research work. A questionnaire was used as
an instrument for collection of data, while simple percentage was used to
analyse the data. The following findings were made: that computer and
internet has a great role to play in business students acceptance of elearning technology. That business students holds positive attitude towards
e-learning. Finally, that the factors influencing business students attitude
towards e-learning include gender, access to technologies and the knowledge
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that it will help them improve their learning. Based on the findings,
recommendations were made.

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CHAPTER ONE
INTRODUCTION
Background of the Study
The advent of the personal computer (PC) and the Internet has
inevitably changed the way we live. These technologies, as well as others,
have altered the method in which people work, communicate, shop, and
even learn. Distance education, a form of education traditionally associated
with correspondence courses, has benefited greatly from the new
technological devices of the 21st century (Dickson, 2012). Today,
communication tools such as e-mail, satellite connections, and video
conferencing software have provided educators with the tools to provide
synchronous (occurring at regular intervals) as well as asynchronous
(occurring at irregular intervals) communication with their students.
At the postsecondary level, distance education has grown
tremendously. Online courses, which may or may not provide teacher1

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student interaction, are becoming the most common form of distance
education at the postsecondary level (Adwale, 2009). Research has shown
that students who take online courses are extremely concerned about
teacher-student interactions (Beard & Harper, 2002; Perreault, 2004).
Students want to receive continuous feedback from their instructors in an
online setting. They also want their instructor to be accessible when they
have a problem or concern (Huang, 2002).
Many online instructors and students face the aforementioned
problems, numerous institutions are choosing the concept of web-based or
hybrid courses to address the various issues surrounding distance learning.
In web-based courses, many of the techniques such as placing assignments
on a website and using chat rooms are incorporated as a supplement to
learning. In this type of learning, class attendance is still required. In hybrid
courses, instruction is not totally online. Periodically, students physically
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attend classes. These alternatives allow for face-to-face student-teacher
interaction while taking advantage of technology (Theriot, 2004).
To assist in the delivery of web-based and online courses, many
institutions and educators have adopted electronic-learning (e-learning)
systems. E-learning has become a more significant type of learning in higher
institutions but there is scanty empirical evidence regarding the preferences
of this technologically based learning system by both the students and
lecturers in most developing economies. The origins of the term e-Learning
is not certain; although it is suggested that the term most likely originated
during the 1980's (Moore, Dickson-Deane and Krista 2010) in the same time
frame of the delivery mode of online learning. Despite this wide spread
adoption of e-learning in university education, research on e-learning
adoption suggests that it has not reached its full potential. This new approach
to teaching and learning has taken root in developing economies despite the
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digital divide and gaps (Barclay and Bryson, 2012). Studies have shown that
e-learning has emerged as a new paradigm of modern education (Sun, Tsai,
Finger, Chen, and Yeh, 2008; Martins and Kellermanns, as cited by Barclays
and Bryson 2012).
E-learning is significant in that it improves flexibility in education
delivery and enhances focus on learner centeredness. Again, it brings greater
access to knowledge, improves archival capability of knowledge and general
improvements in knowledge management, and potentiality for increased
global audience (Zhang, Zhao, Zhou, and Nunamaker, 2004).
E-learning systems provide educators with an easy method for
managing course content and students interaction on the web. These
courseware packages can be utilized in a totally online setting or as an
enhancement to traditional classroom learning. While many institutions have
implemented e-learning software packages such as Website and Blackboard,
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limited attention has been given to the perceptions of students concerning
these systems.
Although research (Ziko, 2013) has shown that students are receptive
to the idea of online learning, few studies have been conducted concerning
whether they embrace the concept of using e-learning systems within a
classroom setting. In addition to the concern of business students
acceptance of e-learning systems, technological access and computer use
seem to be a major hurdle for educators to overcome (Glenn, 2005). Many
students who would like to take advantage of the many benefits of e-learning
are unable to do so or find it difficult because of limited technological
resources. In many instances, the underlying reason for this problem
involves the socioeconomic status of the individual, resulting in the digital
divide. The digital divide is the gap between those who have access to
computers and the Internet and those who do not (Vail, 2003).
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Students who have unlimited access to technology at school and/or at
home tend to be more knowledgeable and have more computer experience
than those that do not (Zeliff, 2004). In an underprivileged environment, be
it school or home, the hardware and software needed to increase computer
use is often non-existent. If students have limited access to computers, it will
have impact on their frequency of computer use. The frequency of computer
use may determine whether a student accepts the use of computer related
technology, such as the e-learning system.
Statement of the Problem
The use of web-based learning to supplement instruction has
increased since the introduction of the PC and the Internet. Institutions have
adopted e-learning systems to assist in content delivery within these courses.
While many empirical studies have been conducted concerning the adoption
of these technologies in the school system, a limited number have addressed
the extent to which business students accept these tools. Hence, this study is
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aimed at investigating the role of computer and internet access in business
students acceptance of E-Learning Technology.
Research Questions
The following research questions shall guide the study:
i.

What is the role of computer access in business students

ii.

acceptance of e-learning technology?

What is the role of internet access in business students

iii.
iv.

acceptance of e-learning technology?

What is the perception of business students towards e-learning?
What are the factors influencing business students attitude
towards e-learning

Purpose of the Study

The purpose of this study is to investigate the role of computer and
internet access in business students acceptance of E-Learning Technology.
Specifically, the study will address the following:
i.

The role of computer access in business students acceptance of

e-learning technology
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ii.

The role of internet access in business students acceptance of

iii.
iv.

e-learning technology
Business students attitude towards e-learning
Factors influencing business students attitude towards elearning

Significance of the Study

The findings of this study will be of great benefit to the students,
lecturers, school administrators, researchers and educational policy makers.
The students will benefit from this study in that it will expose them to
the importance of accepting E-learning as a learning tool which will in turn
facilitate their learning process.
Also, the study will benefit lecturers in business education since it will
expose them to the attitudes (positive or negative) of the students towards Elearning and how to enhance computer literacy among them in order to
enhance their perception of E-learning.

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The school administrators will also benefit from the findings of this
study since it will enable them to make program changes and modifications
to their current curricula to address the issue of technology use by students.
Furthermore, researchers will benefit from this study in that it will
determine whether additional research is needed to address the technological
needs of students in efforts to close the technological gap that presently exist
among students.
Lastly, the study will be of tremendous benefit to education policy
makers since it will guide them on areas to focus on when making
educational policies.
Scope and Delimitation of the Study
This study covers the role of computer and internet access in business
students acceptance of E-Learning Technology. The study is limited to the
Department of Business Education, Institute of Education, Delta State
University, Abraka.
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Operational Definition of Terms
Role: Function or part played by a person or thing in a particular situation
Computer: This is an electronic device that manipulates information, or
data.
Internet: This is a global network connecting millions of computers.
Access: This is the ability, right or permission to use something
Business Students: Students studying business in the university
E-learning: This is the use of electronic educational technology in teaching
and learning.
Technology: This is the collection of techniques, methods or processes used
in the teaching and learning.

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