Thesis Manuscript

WESLEYAN UNIVERSITY –PHILIPPINES
College of Education
ABSTRACT
This study utilized the Unified Theory of Acceptance and Use of Technology (UTAUT)
Model to better understand the influencing factors surrounding the students’ utilization of online
tools and resources in completing their homework and other academic requirements.
The study used the descriptive-correlational research design with a scale questionnaire as
the principal research instrument to gather data. The study was conducted at Wesleyan
University-Philippines, with a total of 201 respondents from the College of Education (COED),
identified through proportion sampling.
The findings of the study showed a significant positive correlation between a.) Age and
Social Influence (SI), b.) Sex and Social Influence, and c.) year level to Effort Expectancy (EE)
and Social Influence.
Additionally, the findings indicated that there was also a positive correlation between the
factors (performance expectancy, effort expectancy, social influence, and facilitating conditions)
and the respondents’ actual usage behavior in the utilization of online resources. This is
consistent with the UTAUT model.
In relation to ICT Integration, the analysis of the findings of this study implies a.) a
thorough curriculum planning that involves careful examination of the influencing factors
surrounding the behavioral intention and actual use of ICT in the teaching and learning process;
b.) administration involvement in ensuring that ICTs provided for learning and research are made
friendly, easy to use and with requisite technical support c.) ensuring learning goals are
achievable using ICT tools; and e.) making equipment available.
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UTILIZATION OF ONLINE RESOURCES OF COED STUDENTS IN COMPLETING

HOMEWORK
CHAPTER 1
THE PROBLEM AND ITS SETTING
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I. Introduction
“For every effect, there is a root cause, find and address the root cause rather than try
to fix the effect, as there is no end to the latter.”
According to Vygotsky, human cognition creates tools and then, in turn, is influenced by
those tools. The Internet is the most sophisticated tool that humans have yet to create and, as
such, it may ultimately have greater cognitive impact than any previous cultural tool. (Quigley &
Blashki, 2003, p. 311). The internet is undeniably a great learning resource as it houses tons of
information necessary for academic studies, or even just quick answers to queries. For the past
years or so, it has revolutionized the process of research.
While the internet proves to be a powerful educational tool, one cannot deny the fact
that it too, is a double-edged sword. In the current educational context, the other side of its
virtual coin is that it fosters the habit of always seeking instant gratification. Instead of manually
solving a math problem, one can just take a photo of it and let a website or an app do the
solution. Instead of appreciating a movie, one can just ‘google’ his way to a movie review. And
the list goes on.
The researchers believe that true learning is the end goal of education, and that there is no
shortcut in achieving it for that matter. However, with google search becoming as common as the
smartphone that houses it, one can only imagine the significant learning experiences missed
when a student chooses to take the easy way over the less travelled road of experiencing the
active search of knowledge, and of taking a moment to brainstorm on problems and look for
solutions. Doing otherwise—the instant way, may cause for schools to become “dead zones of
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imagination”. The researchers further regard internet misuse and its consequences as a
contemporary problem in the overall educative process. Reliability of assessments may be
weakened and students’ learning, skin-deep.
Then again, excessive internet usage and dependency is barely an “effect”. The
researchers believe that in order to be able to effectively address this issue, must further examine
the root cause of the students’ usage and dependency on online resources when completing
homework. With this in mind, the researchers aim to be able to provide factual data on the
influencing factors surrounding the students’ usage behavior in the utilization of online
resources.
Theoretical Framework
At its core the study utilized the Unified Theory of Acceptance and Use of Technology
(UTAUT) model which aims to explain technology use and acceptance. Developed in 2003 by
Viswanath Venkatesh and others, the model is based on eight technology acceptance theories or
models. In particular, the UTAUT draws on the Theory of Reasoned Action (TRA), the
Technology Acceptance Model (TAM), the Motivational Model, the Theory of Planned
Behavior (TPB), the combined TAM and TPB, the model of Personal Computer Utilization, the
Innovation Diffusion Theory and the Social Cognitive Theory (Venkatesh et al. 2003). At the
core, the UTAUT model uses behavioral intention as a predictor of the technology use behavior.
The included predictors of behavioral intention are based on the components the eight
technology adoption models reviewed.
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In addition to behavioral intention and use behavior, the UTAUT model consists of four
constructs:
Construct Description of Perception

Performance Expectancy The degree to which an individual believes that using
the system will help him or her to attain gains in job
performance
Effort Expectancy The degree of ease

associated with the use of the system.
Social The degree to which an individual perceives that
Influence important others believe he or she should use the new
systems.
Facilitating Refer to consumer’s

Conditions perceptions of the resources and supports
and support available to
perform a behavior
Venkatesh et al. (2003)
The model also includes four moderating variables: age, gender, education, and
voluntariness of use. In the UTAUT model, performance expectancy, effort expectancy, and
social factors have direct effects on behavioral intention, which along with facilitating conditions
have direct effects on use behavior. The effects of interactions of each of performance
expectancy, effort expectancy and social factors with each of age and gender; interactions of
experience with each of effort expectancy and social factors; and an interaction of voluntariness
of use and social factors on behavioral intention are also included. Finally, there are effects of
interactions of age and facilitating conditions and experience and facilitating conditions on use
behavior (Venkatesh et al. 2003). Although, attitude which refers to the individuals’ feelings
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(positive or negative) towards the use of the technologies (Fishbein & Ajzen 1975) is an
important component of the TRA and the TAM, it is not explicitly included in the UTAUT
model. According to Venkatesh et al. (2003), the effect of attitude on behavioral intention is
spurious and it emerges only when performance expectancy and effort expectancy are omitted
from the model. This means that attitude towards the use of the technologies does not provide
enough unique information beyond that which is already provided jointly by performance
expectancy and effort expectancy.
Figure 1. UTAUT Model
of decades of research about how people learn across a wide range of disciplines. While their
synthesis covered a
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wide range of educational theories it in the main found consensus on three foundational
propositions about how
learners learn (NRC, 1999, p. 160). First, for students to learn they must be interested and engaged
in what they are
learning and find it useful and meaningful. Second, students must be actively involved in the
process of teaching and
learning, comparing new information to previous ideas, constructing new understandings, and
changing their own
minds about how the world works. Third, students need opportunities to apply what they have
learned to new
situations, to check the completeness of their understanding and to evaluate their own learning for
themselves. These
basic propositions are reflected in several of the theories of learning that I review briefly here. In
this section, I
review theories of the early leading theorists whose key contributions to an understanding of
how learners learn were
made before computers had made inroads into mainstream teaching and learning. I limit my brief
review to the three
constructivist theorists that I consider foundational to pedagogical practice and which I teach my
pre-service teachers,
namely, Jean Piaget (1896 - 1980), Lev Vygotsky (1896 - 1934) and Jerome Bruner (1915-).
synthesis covered a
learners learn (NRC, 1999, p. 160). First, for students to learn they must be interested and engaged
in what they are
changing their own
learned to new
situations, to check the completeness of their understanding and to evaluate their own learning for
themselves. These
this section, I
review theories of the early leading theorists whose key contributions to an understanding of
how learners learn were
review to the three
7
namely, Jean Piaget (1896 - 1980), Lev Vygotsky (1896 - 1934) and Jerome Bruner (19
Conceptual Framework
This study seeks to provide further understanding of issues surrounding the usage
behavior and utilization of online resources by students of tertiary institutions. The major
constructs that comprise the Unified Theory of Acceptance and Use of Technology (UTAUT)
model Venkatesh et. al (2003) was employed by the researchers to determine the strength of the
factors for students’ usage of online tools and resources in completing homeworks.
The relationship of the constructs is illustrated in Figure 1 below.
Effort Social
Expectancy Influence
Performanc
Facilitating
e
Utiliation of Conditions
Expectancy Online
Resources in
Completing
Homework
Figure 1. Conceptual Framework
Statement of the Problem
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This study focuses on applying the UTAUT model to better understand the usage
behavior of College of Education students towards the utilization of online resources for their
homework and other academic tasks.
Specifically, the study seeks to answer the following:
1. How may the profile of the respondents be described in terms of:
a. age;
b. majorship;
c. year level; and
d. sex?
2. How may the factors of the respondents’ usage of online resources in completing
homeworks be described in terms of:
a. Performance Expectancy;
b. Effort Expectancy;
c. Social Influence; and
d. Facilitating Conditions?
3. How may the respondents’ behavioral intention and actual use of online resources
in completing homeworks be described?
4. Is there a significant relationship between the respondents’ factors in using online
tools and usage behavior towards online resources for completing homework?
5. Is there a significant relationship between the profile of the respondents and the
influencing factors of using online resources in completing homeworks?
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6. What are the implications of the study to ICT Integration?
Significance of the Study
The following are the various sectors that will benefit from the study.
Students. The information presented in this research will provide an avenue for
awareness, self-assessment, and reflection to students as regards their behavior towards the
utilization of online resources for their homework or other academic requirements. The students
will also deem the research as a source of helpful insights needed for them to be accountable
learners especially in the digital world.
Parents. The parents are the pillars of guidance and support in the homes of every child.
They will regard this study as a significant endeavor as it provides understanding on their
children’s behavior in using online resources for their homework.
Teachers. The teachers are they key facilitators of learning in a classroom. This study
may help them come up with other effective assessment methods and strategies on required
output from the students, that targets the desired learning outcome.
To curricularists. The findings presented in this study will prove to be significant factors
to consider especially in the aspect of ICT integration.
To other researchers. The information and findings presented in this study will be of
significance to future researchers conducting a similar or related research.
To the very researchers of the study. The researchers have selected this topic because
they deem it as a relevant phenomenon that is worthy of research. This study is conducted to
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satisfy their intellectual curiosity on the identified problems. Furthermore, the researchers are
undergraduates of education degree, and the findings presented in this study will be significant
once they actually practice the teaching profession in the future.
Scope and Delimitation
The study focuses on describing the strength of the influencing factors that the
respondents’ usage behavior towards online resources in the completion of their homework and
other academic tasks. It further aims to determine the significant relationships of the variables
present in the study, and its implication to ICT integration.
In order to gather answers to the identified problems, the study will include 201
respondents randomly selected from the College of Education of Wesleyan University-
Philippines.
Definition of Terms
For better understanding of the readers, the following terms have been operationally defined:
Homework. In this study, homework refers to all types of tasks assigned by the teacher
to be completed outside the class. This may include assignments, papers, and projects to name a
few.
Online Tools and Resources. This includes but is not limited to search engines, websites
blogs, journals, videos, applications, tutorials.
Perceived Ease of Use. The degree to which an individual believes that using a particular
information technology system would be free of effort.
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Performance Expectancy. The degree to which an individual believes that using the
online resources for homework will help him or her to attain gains in school performance
Effort Expectancy. The degree of ease associated with the use of online resources.
Social Influence. The degree to which an individual perceives that important others
believe he or she should use online resources for completing homework and other tasks.
Facilitating Conditions. Refer an individual’s perceptions of the resources and support
available to perform a behavior. (Venkatesh et al. (2003))
Adoption- the process by which an individual accepts or rejects a particular innovation.
In some models, adoption is not only the choice to accept an innovation but also the extent to
which that innovation is integrated into that appropriate context.
Self-efficacy refers to the “beliefs in one’s capabilities to organize and execute the
courses of action required to produce given attainments” (Bandura, 1997, p.3).
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CHAPTER II
REVIEW OF RELATED LITERATURE
This section of the study presents various literature as well as local and foreign studies
related to the research.
The Internet
The Internet continues to be used worldwide and has changed the pattern of life in recent
decades (Zhou, Fong, & Tan, 2014). A research by (Ani, 2010) found that the internet has
become the most popularly used electronic information resources and services in academic
environments the world over by both academic staff and students alike to support their teaching,
learning and research. Moreover, (Uddin, 2003) discover that internet use by academic is useful
for some common needs and that the academic ranks of users is an important factor in
determining the priority of needs. In addition, (Akporido, 2005) state that the internet is a global
super-highway through which decisions are now being made more quickly than ever before and
it has had powerful and pervasive effects on every part of our lives including business,
education, health, transport, communications and industry among others. On the contrary,
(Vakkari, 2012) report that the internet is commonly seen as a threat to public library services. It
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provides a huge amount of information and effective tools for searching needed information. It is
expected that the members of the audience compare information resources, services and tools
provided by both suppliers and decide which activities best suit their needs.
Internet Resources
Internet resources have become so commonplace that in a 2012 study, 96% of 18-29 year
olds used the internet. Individuals with higher levels of education used the internet more
frequently; only 61% of individuals without a high-school diploma used the internet while 94%
of individuals with some college and 97% with a college degree or higher were internet users.
(Pew Research Center, 2012).
In a study conducted by Guneri, Balta, & Ercan, 2010, the said researchers categorized
the following internet resources commonly used by students for term projects.
 Academic Journals Database. The efficiency of Academic Journals Database is related
to the number of periodicals covered and the evaluation techniques of them in order to
form a universal academic index. They provide a rich source of specialized information,
and are widely used by many academics and students. They are an essential reference
tools for these people for detailed research into different subject areas, and are grouped
into subjects according to the different disciplines.
 Search Engines. Search engines are open access sites and are the most widely used
resources for students’ projects. Many of them have open access on Internet Explorer
programs, but some are customizable tools supplying multiple search engines like
“Copernic”. Resources which are accessed through these engines are mostly used by
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students for gathering the required information for their projects. Information obtained
from these sites changes according to the student’s level and the importance of the project
content. By using different filters in the advanced search tabs, directly accessible
resources provide more effective query results for specific types of documents such as
documents with pdf, ppt, doc extensions. This makes it possible to access the information
required or to extract unwanted resources. However, interesting trap/pop-up sites attract
the student’s attention and divert them into spending time on different subjects in
different sites while working on the project. A future study on the frequency of repetition
and prevention of the trap sites would provide an evaluation of the factors affecting the
efficiency of open access search engine sites and, indirectly, the performance of the
students.
 Electronic Libraries. Electronic Libraries which offer an important advantage in
accessing information required from related sites are classified into two different groups:
open or closed access web sites of universities, and other web sites which are completely
open through the Internet. The closed sources in Electronic Libraries in universities are
based on academic books and contractual journals and are completely trustworthy. These
collections are ideal for the undergraduate/graduate students, researchers, and
academicians. However, the reliability of open access libraries is not at a suitable level,
and is approximately at the same level of reliability as the external sources that write
them. The articles in libraries such as Wikipedia, which has become an official research
tool can be compared with the information in other resources and this makes it more
15
detailed and reliable. For this reason, the majority of subjects in Wikipedia are written by
accessing official and private libraries, although the reliability of the article can only be
judged, if the references have been well documented.
 Blogs/Forums. Many students are able to access the required information by using
search engines for project assignments. The majority of subjects that are listed in search
engines are written blogs and forums. The information given in these links is often all
that can be found and so is judged acceptable by the readers. Consequently, a comparison
should be made after applying different sources and information should be confirmed.
These open-access resources are often personal studies of people who are interested the
subject, no matter whether they are academicians or not, and therefore, should be
confirmed with other sources on the same subject written by people who are well
qualified.
 Distance Learning. Through the use of current advanced technologies, students can
learn anytime, anywhere by means of distance education, where the student-teacher
relationship is carried out at simultaneous or different times without the need for physical
proximity. The infrastructure of distance education is based on web-based training. That
the current information is reliable and valuable depends on how reliable and well
organized the information management of the corporation is. Information management
systems should be flexible, easy to understand, dynamic, manageable, valued by people,
and with a culture that supports learning.
Internet Usage
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Rodrigo, Grosh, and Andres—in a 2013 study, carried out a survey at the Ateneo de
Manila University in Manila Philippines (ADMU) where 942 students were asked 145 questions
about their media usage for learning and related topics. Analysis of the data included analysis of
variance and comparing mean values by creating rankings of the different media services. It was
aimed to find out what services are used the most, and to what extent. The results showed that
students are more inclined to use online resources such as Google, online course material and
literature, though there is still great appreciation for traditional learning media such as books and
printed handouts from teachers. Filipino students seem to prefer self-learning, whether through
traditional or non-traditional means, rather than learning through social media.
This is similar to a study conducted at Mahidol University International College (MUIC) in
that Google search was ranked among the top ten most used and accepted media services by
university students (Grosch and Philips, 2012). Also in a separate study, the preferred resource
for getting information among the students in the University of Jordan is the Internet with
percentage (35%), then followed by textbooks. (Almarabeh, et. al 2016).
In terms of source reliability, the more useful reliable information can be gathered using less
accessible and more secure internet resources. Using highly accessible internet sites may give
fast results but the reliability of those results cannot be ensured. This does not mean that all of
these sites give unreliable information, but that these should be carefully reviewed. Less
accessible sites have the major disadvantage of difficult access. The negative effects of
accessibility can be decreased by using university library databases for academic resources, or by
17
allowing access privileges to students connecting to these sites from their homes. (Guneri, et. al
2010)
The use of the Internet as academic materials (Sampath Kumar & Manjunath, 2013) in
quantitative studies has found that teachers and research scholars have been using the internet to
support their research and teaching. By the use of the internet, it's had a positive impact on their
academic performance, namely by writing research papers further help in doing better research
and also provide a better learning experience. Besides, according to (Sushma et al., 2014) the
more time spent with the Internet, the higher a student addicted to the internet. The study showed
that the time spent on the internet is becoming a measure of academic achievement. The use of
the Internet beyond the time will not be a hint of academic success
UTAUT Model
Venkatesh, Morris, Davis, and Davis (2003) developed the Unified Theory of Acceptance and
Use of Technology (UTAUT) model to consolidate previous TAM related studies (see Figure 1).
In the UTAUT model, performance expectance and effort expectancy were used to incorporate
the constructs of perceived usefulness and ease of use in the original TAM study. Although the
UTAUT model posits that the Effort Expectancy construct can be significant in determining user
acceptance of information technology, concerns for ease of use may become non-significant over
extended and sustained usage. Therefore, perceived ease of use can be expected to be more
salient only in the early stages of using a new technology and it can have a positive effect on
perceived usefulness of the technology.
18
learners learn (NRC, 1999, p. 160). First, for students to learn they must be interested and
engaged in what they are
changing their own
learned to new
situations, to check the completeness of their understanding and to evaluate their own learning
for themselves. These
this section, I
review theories of the early leading theorists whose key contributions to an understanding of how
learners learn were
review to the three
synthesis covered a
changing their own
learned to new
this section, I
learners learn were
review to the three
19
synthesis covered a
changing their own
learned to new
this section, I
learners learn were
review to the three
synthesis covered a
changing their own
learned to new
this section, I
learners learn were
20
review to the three
namely, Jean Piaget (1896 - 1980), Lev Vygotsky (1896 - 1934) and Jerome Bruner (1915-)
Moreover, the UTAUT model attempts to explain how individual differences influence
technology use. More specifically, the relationship between perceived usefulness, ease of use,
and intention to use can be moderated by age, gender, and experience. For example, the strength
between perceived usefulness and intention to use varies with age and gender such that it is more
significant for male and younger workers. The effect of perceived ease of use on intention is also
moderated by gender and age such that it is more significant for female and older workers, and
those effects decrease with experiences. The UTAUT model accounted for 70 percent of the
variance in usage intention, better than any of TAM studies alone. Although UTAUT provides
great promise to enhance our understanding for technology acceptance, the initial UTUAT study
focused on large organizations. In addition, the scales used in UTAUT model are new as they are
in combination of a number of prior scales, and therefore, the suitability of these scales needs to
be further tested.
Local and Foreign Studies
According to a local study (Rodrigo, et.al 2013; and Grosch, Philipps 2012, students are
more inclined to use online resources such as Google, online course materials, and literature. In
an Indian study (Devi & Roy 2012), 49% respondents used internet daily, 19% used twice a
week, 20% used weekly, 9% used rarely, and only 3% used monthly.
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In a study by Livingstone and Bober (2006), students mostly used the Internet to obtain
information (94%) and also 90% to do assignments. Also, findings of a 2013 study (Lauran,
et.al) indicated that one of the advantages of using the Internet is that it provides all kinds of
information needed. It provides, accessibility, and convenience due to its simplicity and ease of
use. This support the previous research by Bashir et al. (2008) who found the ease of work and
time saving as the most appealing features.
Studies indicate that there is a strong relationship between internet use trends and
educational performance, and wrong use of the Internet can cause a major decrease in students’
academic performance (http://www.tojet.net/articles/v9i2/9224.pdf)
Some studies suggested that students usually prefer to use search engines instead of e-
libraries to review the literature regarding their project or home-work elicitation. Brophy &
Bawden (2005) compared Google as an internet search engine with academic library resources in
their study. Surprisingly, their finding showed that while Google is superior for coverage and
accessibility, library systems are superior for quality of results, and that precision is similar for
both systems. Finally, they concluded that using them together for a good coverage is important
because both have many unique items. Lazonder (2000) investigated the novice users’ training
needs in searching for information on the www, noting that locating a website is more important
than locating the information on a website.
According to a study conducted by Luaran et. al, 2013, majority of their respondents
agreed that one of the advantages of using the Internet is that it provides all kinds of information
needed. The mobility and accessibility of the Internet are the two things categorized as
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availability. 55.4% of the respondents agreed that the Internet could be accessed from anywhere
and at all times. The respondents also stated that the Internet is easy to use. 52.3% of the
respondents claimed that the Internet is simple and practical and could be utilized by anyone.
This support the previous research by Bashir et al. (2008) who found the ease of work and time
saving as the most appealing features.
Also on the same study, it shows that the Internet has a substantial impact on the daily
life of the students as the majority admitted to use the Internet in their academic and also in daily
life. 87.7 % of the students are engaged in finding information from websites. Meanwhile, 78.5%
of the respondents used the Internet to do assignments. The result generally corroborates the
findings by Livingstone and Bober (2006), who found that the students used the Internet to
obtain information (94%) and also 90% to do assignments.
On the other hand, in a study conducted 2006 by Sanlan, the ease of accessing the
internet poses problems on issues of copyright and intellectual property on the Internet. Equally,
(Ukpebor & Ogbebor, 2013) argued that the Internet now makes it easy to find thousands of
relevant sources in seconds, and in the space of a few minutes plagiarists can find, copy, and
paste together an entire term paper or essay because much of the material online is produced by
other students, it is often difficult or impossible for educators to identify plagiarism based on
expectations of student-level work. (Bijle & Patil, 2014) report that plagiarism is considered as a
deceit or an offense which does not have a legal implication per se. This research deals with
(Ukpebor & Ogbebor, 2013) terminology “culture of academic dishonesty.”
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A study conducted by Dulle in 2011 findings suggest support for the application of the
UTAUT model in studying the adoption of open access in a research environment. Among the
findings, attitude, awareness, effort expectancy and performance expectancy were established as
the key determinants for the researchers’ behavioral intentions of open access usage. Similarly,
age, awareness, behavioral intention, facilitating conditions and social influence were found to
significantly affect researchers’ actual usage of open access. These factors should therefore be
taken into account in the planning and implementation of open access projects.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methods utilized in conducting this study. In more details, the
researchers outlined the research design, the research locale, sample and sampling procedures,
research instrument, data gathering procedures, and statistical treatment of data.
Research Design
The researchers chose a descriptive-correlational design in this study. because it best
served to answer the identified questions and the purposes of the study. Descriptive research is
“aimed at casting light on current issues or problems through a process of data collection that
enables them to describe the situation more completely than was possible without employing this
method.” (Ethridge, 2004).
The profile of the respondents was described using frequency, weighted mean, and
percentage distributions. Their responses were described using weighted mean and verbal
interpretations.
Significant relationships among the different variables in the study were analyzed using
Pearson Chi-Square, and Pearson r formulae. SPSS (Statistical Package for the Social Sciences),
also known as IBM SPSS, was also utilized by the researchers in the automation of the
computations.
Research Locale
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The study was conducted at Wesleyan University-Philippines, Cabanatuan City. The
researchers selected the research site because they were currently studying in the said school and
had observed the usage behavior of COED students when it comes to utilizing online resources
for completing homework. The researchers aimed at gathering relevant information that will
provide significant insight to the factors in the utilization of online resources by their fellow
COED students. Accessibility was one factor that the researchers considered as well.
Sample and Sampling Procedures
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Since the target respondents are all COED students, this study used proportion sampling
technique to determine the sample size of the respondents. First the researchers identified the
total population of WUP-P College of Education, and for efficiency utilized a reliable online
sample size calculator (openepi.com). The researchers set the confidence level to 95% to allow
margin of error, and was able to obtain the sample size of 201.
Research Instrument
The principal tool used in data gathering was the questionnaire supplemented by library
and internet literature research. The researcher based the research instrument from an online
survey developed by Venkatesh, et. al. in analyzing the surrounding factors influencing the
utilization of online resources by COED students.
The first part of the questionnaire comprised the respondents’ profile in terms of age, sex,
majorship, and year level. The second part of the questionnaire consisted of 5 sets of scaling
items grouped under the identified constructs of the UTAUT model—Performance Expectancy,
Effort Expectancy (PE), Effort Expectancy (EE) Social Influence (SI), Facilitating Conditions
(FC), and Behavioral Intention and Actual Use (BI).
Data Gathering Procedure
Prior to the actual data collection, the researchers requested permission from the Dean of
the College of Education of Wesleyan University-Philippines, with a letter signed by the thesis
adviser. After approval of the letter, the researcher started the data collection which consisted
primarily of administering the research questionnaire to the respondents.
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Verbal Interpretation
Descriptive words showed the verbal interpretations of the weighted means.
The following interpretation was used with its corresponding weighted means.
PE, EE, SI, FC BI
Range Verbal Description
4.0 - 3.25 Strongly Agree

3.24 - 2.50 Agree
2.49 – 1.75 Disagree
1.74 – 1.00 Strongly disagree
Pearson Chi-square correlation
Range of Asymptotic Significance Verbal Interpretation (VI)
< 0.05 Significant
> 0.05 Not Significant
Statistical Treatment of Data
The following statistical methods were used in the analysis and interpretation of data:
Objective 1: Frequency count and percentage were utilized to determine and describe
respondents’ socio-demographic profile.
Objective 2: Weighted mean, frequency count, and ranking were used to describe the
respondents’ responses to the scaling items in the questionnaire.
Objective 3: Pearson Chi-square was used to describe the significant relationship
between the respondents’ profile and the factors/construct
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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
29
This chapter contains the textual and tabular and presentations of the findings of the
study, as well as the researchers’ corresponding interpretations and the results of statistical
analyses.
A. Profile of the Respondents
Table 1 presents the frequency and percentage distribution of the respondents in terms
age, majorship, sex, and year level.
Age. The respondents of this study consisted of students from various age groups. From
the 201 respondents, 64 percent belonged to the youngest age bracket which is 18-20 years old;
followed by 21-30 years old at 33 percent, and the smallest percentage is on the 31-above age
bracket which only comprises of 6 respondents. This is because late teens and early 20s are the
typical age of college students.
Majorship. The largest percentage of majorship belonged to the Generalists and MAPE
students where each represented 25 percent of the research respondents; followed by English
majors, at 16 percent. The rest is composed of Preschool Ed, Filipino, Biological Science, Social
Science majors at 8, 6, and 5 percent respectively. The smallest percentage belonged to the
Values Ed majors.
Sex. Majority of the research respondents are female students which comprise the 66
percent of the total sample. The 33 percent are the male students. It appears to be consistent with
other studies where females dominate the teaching profession. (Tasner, et. al 2017)
Year Level. Both first year and fourth year students dominated the research respondents
at 30% each, followed by second year students at 23%; and the least number belonged to the
30
third year at 17%. This is because third year students are conducting their research and thus
therefore, not available to participate in the survey.
Table 1
Profile of the Respondents
Profile F Percentage
Age
18-20 129 64%
21-30 66 33%
31-above 6 3%
Total 201 100%
Majorship
Generalist 50 25%
English 32 16%
Math 10 5%
Biological Science 11 6%
Social Science 12 6%
Filipino 16 8%
Preschool Ed 15 8%
MAPE / PE 50 25%
Values Ed 5 3%
Total 201 100%
Sex
Male 69 34%
Female 132 66%
Total 201 100%
Year Level
1st year 61 30%
2nd year 46 23%
3rd year 34 17%
4th year 60 30%
Total 201 100%
31
B. Factors influencing the utilization of online tools and resources in completing homeworks
a. Performance Expectancy (PE). Table 2 presents the individual and overall weighted
mean (WM) of the items listed under Performance expectancy. The overall weighted mean is
3.07 which means that they agree to the statements illustrated in Table 2.
In terms of ranking, the respondents expressed strong agreement on statements 1,
followed by 2, where it talked about perceived effectiveness and efficiency; and least on items 7
and 8 which is more on other people’s perception of the respondent’s performance. This
indicates that the respondents choose to utilize online resources for their homework and other
academic requirements because of the perception that it will help them improve their school
performance—more in terms of productivity, quality, and efficiency of output; and less on other
people’s validation on their performance.
Table 2
Performance Expectancy
Verbal
Ite
Performance Expectancy WM Descriptio Rank
m
n
Using online resources for my homework
Strongly
1 would enable me to accomplish tasks 3.37 1
Agree
more quickly.
2 3.2 Agree 2
would increase my performance.
3 3.01 Agree 6
would help me achieve higher grades.
4 3.06 Agree 5
would improve my effectiveness in class.
5 3.14 Agree 3
would increase the quality of my output.
32

6 would cause my colleagues to perceive 2.85 Agree 7
me as competent.
7 2.8 Agree 8
would increase student respect for me.
8 would decrease my maximize for 3.11 Agree 4
learning.
Total 3.07 Agree
b. Effort Expectancy (EE). Table 3 illustrates the weighted mean and level of agreement
of the respondents’ responses to the statements under Effort Expectancy. This part of the
questionnaire got a weighted mean of 3.11 which means that most students agree to the item
statements.
Although majority of the respondents agree that online resources are easy to use, in terms
of ranking, it is observed that items 7 and 4 got the lowest weighted mean which means that
students may perceive the use of online resources as easy to adopt and use, but they may have a
hard time evaluating the validity of sources and of becoming really skillful at utilizing these tools
in completing their homework and other academic tasks.
Table 3
Effort Expectancy
Ite Verbal
Effort Expectancy WM Rank
m Description
I find it easy to access online resources
1 3.2 Agree 1
for my homework.
I find it easy to use online resources for
2 3.16 Agree 3
my homework.
I find online resources to be flexible to
3 3.14 Agree 4
interact with.
33
It is easy for me to become skillful at

4 using online resources for my 2.94 Agree 6
homework.
I find it easy to look for specific
5 information using online resources for 3.09 Agree 5
my homework.
Using online resources for my
6 homework is complicated and difficult 3.17 Agree 2
to understand.
I find it easy to evaluate the reliability of
7 2.92 Agree 7
online resources for my homework.
Total 3.11 Agree
Social Influence (SI). Table 4 presents the extent of the respondents’ agreement to the
items that state the degree to which people in their important circles believe that they should use
online tools and resources in completing homeworks and other academic requirements.
Social Influence in all the models contains the explicit or implicit notion that the individual's
behaviour is influenced by the way in which they believe others will view them as a result of having used
the technology (Venkatesh et al 2003).
The general weighted mean for Social Influence is 3 which means that the respondents
agree to the statements illustrated in Table 4. This is consistent with Bandura’s Social Learning
Theory which is also one of the core theories where the UTAUT model was derived from.
According to Straub 2009, individuals observing others adopting a technology and also their
experience of successfully or unsuccessfully using a technology may influence others.
Table 4
Social Influence
Ite Verbal
Social Influence WM Rank
m Description
34
People who are important to me think

1 that I should use online resources for 2.92 Agree 4
my homework.
My classmates encourage the use
2 3.04 Agree 2
Professors in this university encourage
3 the use of online resources for my 2.97 Agree 3
homework.
In general, the university has supported
4 the use of online resources for my 3.05 Agree 1
homework.
Total 3 Agree
Facilitating Conditions. Table 5 illustrates that the respondents are equipped with the
necessary requirements to enable them access to online resources, like hardware and broadband
requirements. This is because the present time already offers accessibility to these resources.
The responses got a weighted mean of 3.23 which means that they agree to the
statements.
Table 4
Facilitating Conditions
Ite Verbal
Facilitating Conditions WM Rank
m Description
I have the devices (e.g. computer,
mobile phone) necessary for me to Strongly
1 3.25 1
access online resources for my Agree
homework.
I have a reliable data or broadband
2 connection necessary for me to access 3.2 Agree 2
Total 3.23 Agree
35
C. Respondent’s Behavioral Intention and Actual Use (Usage Behavior) of Online
Resources in Completing Homeworks
Usage Behavior. Table 4 shows that the respondents actually use and will intend to
use online tools and resources in completing their homework and other academic task. This is
evidenced by the weighted mean of 3.2 which means that the respondents agree to the
statements.
Table 5
Usage Behavior
Ite Verbal
Behavioral Intention and Actual Use WM Rank
m Description
I intend to use online resources for my
1 3.1 Agree 2
homework whenever possible.
I use online tools and resources for
2 3.3 Agree 1
completion of homeworks.
Total 3.2 Agree
D. Relationship between the factors and the respondents’ actual usage behavior
towards online resources in completing homeworks
Table 6 illustrates a positive correlation between the variables of the UTAUT Model to
Usage Behavior (behavioral intention and use). This proves the UTAUT model that performance
expectancy, effort expectancy, social influence, and facilitating conditions are influencing factors
and or predictors of the student behavior upon the utilization of online toos and resources in
completing homework.
36
This is consistent with a local study in which the four constructs of UTAUT have
significant positive influence and impact on the behavioral intention to accept and use ICT by the
ADSU academic staff. (Oye, et al, 2014)
Table 6
Relationship of the respondents’ factors in the utilization of online resources and actual usage
behavior
PE VI EE VI SI VI FC VI
Usage
Behavior Positive Positive Positive Positive
0.50 0.52 0.55 0.62
(behavioral Correlatio Correlatio Correlatio Correlatio
4 n
6 n
1 n
8 n
intention and
use)
E. Significant Relationship Between Respondents’ Profile and Factors in the Utilization of
Online Resources in Completing Homework
Table 7 presents the correlational significance of the demographic profile of the
respondents to the influencing factors of usage behavior towards online resources in completing
homework. It includes the asymptotic significance value as well as the corresponding verbal
interpretation (VI).
The UTAUT model identified the presented profile of the respondents as significant
moderating variables that has direct effect on performance expectancy (PE), effort expectancy
(EE), social influence (SI), and facilitating conditions. Specifically, the model outlines the
following relationships:
37
Age -------------------------------- PE, EE, SI, FC
Gender --------------------------------PE, EE,SI
Experience/Education-------------- SI, FC
However, the findings of the study is not exactly consistent with what is outlined in
UTAUT model.
In terms of age profile, the only significant relationship is with Social Influence (SI).
Since majority of the respondents belong to the 18- 20 age bracket, it shows that late teen years
are still easily influenced by social factors.
In terms of sex profile, there is a significant relationship between sex and Social
Influence. This is consistent with the study of Venkatesh et. al 2000 when they examined the
gender differences in technology acceptance, adoption, and usage decisions.
In terms of year level, there is a significant relationship of year level to effort expectancy
(EE) and social influence (SI), which is consistent with the UTAUT model. This is because as
the respondents’ year level increase, so is his or her experience in technology. Experience allows
an individual’s perception of ease of use to increase, thus increasing effort expectancy (EE). The
higher the year level, the higher the age and the explanation of this relationship is the same as
that of the age factor.
Table 7
Relationship of the respondents’ profile to the factors in the utilization of online
resources in completing homework
Profile Statistical PE VI EE VI SI VI FC VI
38
Treatmen
t
Pearson
416.55 406.354 690.322 102.15 not
Chi-Square not not Significan
a. Age signifi
Asymptotic significant significant t
0.483 0.402 0 0.737 cant
Significance
Pearson
b. 222.28 215.601 231.991 64.884 not
Chi-Square
not not not
Majors signifi
Asymptotic significant significant significant
hip 0.699 0.662 0.112 0.411 cant
Significance
Pearson
22.399 18.532 41.152 8.283 not
Chi-Square not not Significan
C. Sex signifi
Asymptotic significant significant t
0.667 0.819 0.011 0.308 cant
Significance
Pearson
75.104 106.066 106.538 24.367 not
D. Year Chi-Square not Significan
significant signifi
Level Asymptotic significant t
0.572 0.011 0.003 0.276 cant
Significance
F. Implication of the Findings to ICT Integration
The findings pertaining to the influencing factors of technology use and acceptance is
proven to be consistent to the UTAUT acceptance and adoption model. This study provides
further understanding of the issues surrounding acceptance of ICT by students, teachers, and
administrators of tertiary Institutions. It would then imply a thorough planning and school
administration involvement in technology integration in education settings. Because if not, as
White et al (2002) pointed out, conditions which can facilitate innovative teaching and learning
include ensuring that learning goals are achievable using the ICT tools; using ICT tools as one
resource among others, which may include provision of professional development and technical
39
support, making equipment available, and working to change teacher negative beliefs about ICT
in teaching and learning.
CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATION
This chapter presents the summary of findings, conclusions, and recommendations of
the study.
SUMMARY OF THE FINDINGS
This study utilized the Unified Theory of Acceptance and Use of Technology (UTAUT)
Model to better understand the influencing factors surrounding the students’ utilization of online
tools and resources in completing their homework and other academic requirements.
40
The study used the descriptive-correlational research design with a scale questionnaire as
the principal research instrument to gather data. The study was conducted at Wesleyan
University-Philippines, with a total of 201 respondents from random College of Education
(COED) students.
Profile of the Respondents
Majority of the respondents were students in the 18 to 20-year-old age bracket. It
comprised the 64% of the total respondents, followed by 21-30 at 33%. It was also dominated by
females, at 66%. Twenty-five percent of the respondents were generalists, followed by English
majors at 16%; and Valued Education majors ranked last at 3%. Of the total 201 respondents,
both first year and fourth year students comprised 30% each on the percentage distribution.
Factors influencing respondents’ usage behavior of online resources in completing
homework
Generally, the respondents “Agreed” that the positive attributes of performance
expectancy, effort expectancy, social influence, and facilitating conditions as being the factors
and reasons of using online resources for completing their homework and other academic
requirements. The abovementioned factors got a weighted mean of 3.07, 3.11, 3, and 3.23
respectively.
Most of them strongly agreed in the statement, “Using online resources for my homework
would enable me to accomplish tasks more quickly.” under Performance Expectancy questions,
with 3.4 WM. Under Effort Expectancy, in terms of rank, most of them agreed to “I find it easy
41
to access online resources for my homework.” (3.2 WM), and least on the statement, “I find it
easy to evaluate the reliability of online resources for my homework.” with a 2.92 weighted
mean, and “It is easy for me to become skillful at using online resources for my homework.”.
Under Social Influence, the students also agreed to the statement that the university has
supported the use of online resources in completing homeworks; and that they have the necessary
requirements for them to access online resources like mobile phones and internet connection
(facilitating conditions).
Respondent’s Behavioral Intention and Actual Use of Online Resources in Completing
Homework
The findings indicated that the respondents agreed to the statement that they actually use and
intend to use online resources in completing their homework and academic requirements
whenever possible.
Relationship between the factors and the respondents’ actual usage behavior towards
online resources in completing homework
The findings indicated that there was a positive correlation between the factors
(performance expectancy, effort expectancy, social influence, and facilitating conditions) and the
respondents’ actual usage behavior towards the utilization of online resources. This is consistent
with the UTAUT model.
42
Significant Relationship Between Respondents’ Profile and Factors in the Utilization of
Online Resources in Completing Homework
The findings of the study showed a significant positive correlation between a.) Age and
Social Influence (SI), b.) Sex and Social Influence, and c.) year level to Effort Expectancy (EE)
and Social Influence.
Implication of the Findings to ICT Integration
In relation to ICT Integration, the analysis of the findings of this study implies a.) a
thorough curriculum planning that involves careful examination of the influencing factors
surrounding the behavioral intention and actual use of ICT in the teaching and learning process;
b.) administration involvement in ensuring that ICTs provided for learning and research are made
friendly, easy to use and with requisite technical support c.) ensuring learning goals are
achievable using ICT tools; and e.) making equipment available.
43
CONCLUSION
In light of above summary of findings, the following conclusions were drawn. The
respondents’ profile in terms of age, year level, and sex are associated with Social Influence
factor. The higher the age and year level, the usage behavior towards online resources are is
likely it to get easily influenced by social factors. In terms of year level, the higher the year level,
the higher the perceived ease of use (effort expectancy) due to the fact the respondent has already
gained significant experience on the usage of online resources in completing homework and
other academic requirements.
Although majority of the respondents agreed to the perceived ease of use of online
resources, the degree of ease in terms of evaluating the reliability of information sources is not
the same as the degree of ease when just accessing online resources for homework. This means
that there may be perceived ease of access to these resources, but to some degree the reliability
of output may be jeopardized.
44
Generally, the respondents “agreed” to the statements associated with the four
influencing factors—performance expectancy, effort expectancy, social influence, and
facilitating conditions. Positive behavioral intention and actual utilization of online resources in
completing homework and other academic requirements consist of a healthy balance of these
factors.
RECOMMENDATIONS
In light of the summary and conclusions, the following recommendations are offered.
1. Further research should be conducted in a different context to further analyze the
relationship of the respondents’ profile to the performance expectancy, effort expectancy,
social influence, and facilitating conditions in using online resources for homework.
2. Further research should be conducted to analyze the effect as well as the impact of the
students’ usage behavior in the utilization of online resouces in completing homeworks.
3. Expand awareness of the factors influencing the usage behavior of students towards
online resources for homework and other academic requirements.
4. There should be a thorough curriculum planning that involves careful examination of the
influencing factors surrounding the behavioral intention and actual use of online
resources in the teaching and learning process.
45
5. Schools administration should be deeply involved in ensuring that ICTs provided for
learning and research are made friendly, easy to use, and with requisite technical support.
References
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Shahibi M S., & Khafidhah K. N., & Rusli K. (2017). The Influence of Internet Usage on Student’s
Academic Performance
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Framework for Organizing the Effect of the Internet on Cognitive Development
BrckaLorenz A., & Haeger H., & Nailos J., & Rabourn K. (2013). Student Perspectives on the Importance
and Use of Technology in Learning
RODRIGO M. M. Ph.D., & GROSCH M. Ph.D.b., & ANDRES J. M.( ) Media Usage by Filipino. Students
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WESLEYAN UNIVERSITY –PHILIPPINES

identified through proportion sampling.

and Social Influence.

consistent with the UTAUT model.

achievable using ICT tools; and e.) making equipment available.

UTILIZATION OF ONLINE RESOURCES OF COED STUDENTS IN COMPLETING

to fix the effect, as there is no end to the latter.”

years or so, it has revolutionized the process of research.

the list goes on.

contemporary problem in the overall educative process. Reliability of assessments may be

weakened and students’ learning, skin-deep.

technology adoption models reviewed.

Construct Description of Perception

Effort Expectancy The degree of ease

Facilitating Refer to consumer’s

expectancy and effort expectancy.

Figure 1. UTAUT Model

The relationship of the constructs is illustrated in Figure 1 below.

Figure 1. Conceptual Framework

Statement of the Problem

homework and other academic tasks.

Specifically, the study seeks to answer the following:

1. How may the profile of the respondents be described in terms of:

c. year level; and

homeworks be described in terms of:

c. Social Influence; and

in completing homeworks be described?

4. Is there a significant relationship between the respondents’ factors in using online

influencing factors of using online resources in completing homeworks?

6. What are the implications of the study to ICT Integration?

Significance of the Study

learners especially in the digital world.

children’s behavior in using online resources for their homework.

to consider especially in the aspect of ICT integration.

significance to future researchers conducting a similar or related research.

once they actually practice the teaching profession in the future.

Scope and Delimitation

present in the study, and its implication to ICT integration.

respondents randomly selected from the College of Education of Wesleyan University-

blogs, journals, videos, applications, tutorials.

information technology system would be free of effort.

Facilitating Conditions. Refer an individual’s perceptions of the resources and support

available to perform a behavior. (Venkatesh et al. (2003))

Adoption- the process by which an individual accepts or rejects a particular innovation.

which that innovation is integrated into that appropriate context.

courses of action required to produce given attainments” (Bandura, 1997, p.3).

REVIEW OF RELATED LITERATURE

related to the research.

(Pew Research Center, 2012).

 Academic Journals Database. The efficiency of Academic Journals Database is related

into subjects according to the different disciplines.

required or to extract unwanted resources. However, interesting trap/pop-up sites attract

 Electronic Libraries. Electronic Libraries which offer an important advantage in

collections are ideal for the undergraduate/graduate students, researchers, and

judged, if the references have been well documented.

learn anytime, anywhere by means of distance education, where the student-teacher

proximity. The infrastructure of distance education is based on web-based training. That

organized the information management of the corporation is. Information management