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Top1. Introduction
Information and Communication Technology (ICT)-based solutions have shown a significant influence on the teaching-learning process, and the use of these solutions is necessary for education. Many developed and developing countries had invested in bringing ICT into academic institutions (J. Zhang, Yang, Chang, & Chang, 2016). Massive technological developments proved that ICT’s role in education would rise enormously in the future. ICT enhances teachers’ capacities to acquire skills other than teaching in the classroom (Voogt & Roblin, 2012). Accordingly, teachers must be given continuing professional development to form the new teaching methods and be introduced to new tools to enhance the teaching-learning process (Agbo, 2015). ICT is seen not just as a tool but as an essential instrument to provide a multitude of advantages to support new ways of the teaching-learners process (Potkonjak et al., 2016) and has become mainstream in the education sector and has been adopted massively (Al-Fraihat, Joy, Masa’deh, & Sinclair, 2020). Moreover, ICT-based learning management tools should be used to enhance students’ skills to communicate, cooperate, solve problems, and promote lifelong learning (Plomp, Ten Brummelhuis, & Rapmund, 1996; Sudam Kaware & Kumar Sain, 2015).
On the other hand, the Philippines Department of Education (DepEd) has long been making a lot of improvements to facilitate one of the most important aspects of a country using ICT-based solutions. DepEd had implemented the Learner Information System (LIS) to centralize learner’s information and gather data from each school for analysis and future developments. With this, the centralized learner registry is enabled, and capturing and storing learner information become possible through active participation by teachers (DEPED, 2014). It can be accessed through a secured facility to improve tracking and decision-making at various levels of DepEd management (Amilbahar & Cordero, 2018).
Technology-based solutions had challenged the traditional teaching-learning process, and managing and maintaining learner’s adequate records (Ahern, 2019). Its ubiquity has dramatically reshaped the structure of the education sector (Albrahim, 2020). The implementation of ICT-based learning management tools is a new challenge to teachers and educational institution administrators but offers significant benefits. However, decision-makers and managers like DepEd need to understand the factors affecting the effectiveness and cost-effectiveness of the LIS, so training strategies and other supports can be explored to sustain the implementation of such systems and applications (Bervell & Umar, 2017; W. S. Shin & Kang, 2015).
The current work primarily aimed to examine the factors influencing teachers to use Learners Information System and to gather more insights into the actual usage of the system and to discover areas in the system that needs improvements. This work also aimed to analyze the teacher’s perception towards intention and adoption of LIS. This research provides significant results related to the behavior of the teachers under the circumstances of compulsory use of LIS by undertaking an empirical survey among teachers.
Lastly, the Technology Acceptance Model (TAM) was used in the study adapted from F D Davis (1985) and extended the initial TAM by including variables and adapting the indicators from Fathema, Shannon, & Ross (2015), Liaw (2008), Malhotra & Galletta (1999), Teo (2010), Venkatesh, Davis, Venkatesh, & Davis (2016). In administering the survey, mixed-method was utilized employing activities such as online surveys and face to face interviews. Also, structural equation modeling in partial least squares was used to evaluate the model reliability and validity and structural model analysis, as suggested by prior works of Al-Emran, Mezhuyev, & Kamaludin (2019) and Wu & Chen (2017).