FACTOR AFFECTING ICT-BASED LEARNING IN HIGHER EDUCATION IN PHNOM PENH, CAMBODIA

Abstract

The purpose of this study is to examine the factors that affecting the adoption of ICT-based learning of students in higher education in Phnom Penh, Cambodia. The conceptual framework is developed from previous studies which includes facilitating conditions, self-efficacy, perceived ease of use, performance expectancy, effort expectancy, behavioral intention and use behavior. The quantitative method was applied to distribute questionnaire to 527 respondents. The multistage sampling technique was conducted in nonprobability sampling, using judgmental sampling to select undergraduate students in three private universities, quota sampling to calculate the sample size of each group, and convenience sampling to distribute questionnaire online and offline. Before collecting data, Item-Objective Congruence Index (IOC) and Cronbach’s Alpha were employed to validate constructs. Confirmatory Factor Analysis (CFA) was used to verify convergent and discriminant validity, and goodness of fit indices. Structural Equation Model (SEM) was carried out to test the relationship among variables. The findings showed that performance expectancy and effort expectancy significantly affect behavioral intention, and behavioral intention positively effects use behavior. However, the results contradict with many studies that facilitating condition, self-efficacy, and effort expectancy have no significant impact on a behavioral intention. Government, educators and practitioners are recommended to encourage significant factors to increase ICT-based learning adoption and learning efficiency of students.