Volume 24, Issue 5 (2022)                   JAST 2022, 24(5): 1073-1086 | Back to browse issues page

XML Persian Abstract Print

Social network sites impact on learning: Extending the TAM3 Model to Assess Academic Performance in Higher Education
Seyed Abolghasem Barabadi1 , Ali Shams 2, Nicholas Wise3
1- Department of Agricultural Extension and Education, Faculty of Agriculture and Natural Resources, Saravan Higher Education Complex, Saravan, Islamic Republic Iran.
2- Department of Agricultural Extension, Communication and Rural Development, Faculty of Agriculture, University of Zanjan, Zanjan, Islamic Republic Iran. , shams@znu.ac.ir
3- School of Community Resources and Development, Arizona State University, Arizona, USA.
Abstract:   (1056 Views)
Examining the capabilities of social network sites in teaching and learning can be useful in higher education and can help improve students’ performance. This study investigated the factors affecting acceptance and educational use of social network sites and the effect of this use on academic performance by using the Technology Acceptance Model3. Four hundred agricultural students participated in the study survey, and data were analyzed through Structural Equation Modelling. Results show that the subjective norm, image, job relevance, and output quality were the predictors of perceived usefulness. Self-efficacy, anxiety, playfulness, and perceived enjoyment were also predictors of perceived ease of use. Findings suggest that perceived usefulness and perceived ease of use had significant effects on behavioural intention to use, and this last variable had a significant effect on actual use. Educational use of social network sites also had a strong positive impact on academic performance.
Keywords: Behavioural intention, Structural Equation Modelling, Technology Acceptance Model3.
Full-Text [PDF 617 kb]   (624 Downloads)    
Article Type: Original Research | Subject: Agricultural Extension and Education
Received: 2020/12/8 | Accepted: 2021/08/23 | Published: 2022/09/14
Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.