The Sixth Trait: Apple Incorporated

The Sixth Trait: Apple Incorporated: Paper Outline: ·          Introduction and Thesis Statement ·          Historical Background ·          Mission ·          V...

Apple Incorporated

Paper Outline:

• ·         Introduction and Thesis Statement

• ·         Historical Background

• ·         Mission

• ·         Vision

• ·         Stakeholders and Competition

• ·         Porter’s Five Forces: Apple Inc’s Industry analysis

• ·         SWOT Analysis

• ·         Business Strategies

• ·         What the Future Holds for Apple

• ·         Conclusion

Introduction and Thesis Statement

Is it not adequate enough to, arguably, state that the modern generation relies on technology for the smooth running of vital life situations? Apple Incorporated is a highly valued American computer giant responsible for the production of personal computers, software, and mobile phones. This company is notable for the existence of designer commodities such as Mac computers, Apple laptops, iPod music players, IPad tablets, and iPhones. Additionally, Apple Inc prides itself in the production and distribution of computer software such as iTune, iOS, OS X, Safari browser and iLife. Currently, the company operates more than 300 specialized stores worldwide that deal in various software and hardware goods and services. The past decade has seen Apple grow into one of the most respected global brands not only in market capitalization, but also consumer satisfaction. This research paper attempts to prove that besides having acquired a formidable reputation in its industry, Apple Inc promises a future growth in market size, revenue generation and profitability based on sound strategic management.

Historical Background

Founded in 1976, Apple Inc owes its existence as to three individuals: Ronald Wayne, the late Steve Jobs and Steve Wozniak. For the next semi-decade, trading as Apple Computer Inc, the company begun producing and distributing two computer models branded: Apple One and Apple Two. With the rise of computer hardware and software designers, Apple created all new Apple Three computers as an answer to similar products from Microsoft and IBM (Linzmayer 2).

Since its formation, the period 1980-1986 proved as the company’s first take at a war of production choice with Macintosh and Apple Lisa. Strategic decisions made in favor of Apple Lisa saw it become the company’s first distributed computer. Although equipped with a graphical user interface, Apple Inc limited the Lisa’s marketability by trading it at high prices. Similar pricing strategies tagged along with the launch of the Mac in 1984 hence limiting its market presence. The rise and fall of Apple Inc as a computer giant can be best described by events that followed the period 1986-1993. For instance, the introduction of PowerBook, and System 7 OS in 1991 saw Apple generate increasing profitability (Linzmayer 34).

However, this time also led to a number of misguided investments and unfeasible market forecasts leading to further drops in market presence. Through public announcement made by Steve Jobs on January 2007, Apple Computer Inc became known as Apple Inc. This meant that they had switched from being a computer-only company by incorporating other electronic devices such as the Smartphone into their brand. The following decade saw its return in market dominance with the introduction of the online Apple stores, iMac, iPod, iPhones, Apple TVs, an iTunes store integrated into the iPod, and the iPad. Presently, Apple Inc is not only home to over 60000 employees but also the world’s most admired corporations (Nagel 17).

Mission

In an industry of its kind, Apple Inc manufactures, innovates, and sells computer hardware and software products, and other related software. Therefore, its mission states as:

“Bringing the best personal computing, potable digital music and mobile communication experience to students, educators, creative professionals, businesses, government agencies, and consumers through its innovative hardware, software, peripherals, services, and internet offerings (Schneiders 3)”

Vision

Apple Inc aims at being a leader in modern technology innovations that will change people’s perspectives of their daily lives. Hence the company’s vision states as:

“Striving towards continual environmental, health and safe management improvement of [Apple Inc’s] products, services and general processes (Schneiders 3)”

Stakeholders

Stakeholders work independently in realizing an organization’s mission and vision statements. They are the fundamental factor behind the company’s success and failure stories. Apple Inc’s ethical and social awareness depend on their operation ability in the interest of their stakeholders. Following its approach to the business environment, Apple Inc displays a worldwide perspective of its stakeholder environment. Therefore, its primary stakeholders are as follows:

Employees: Apple Inc owns manufacturing, sales, service, and marketing firms in feasible regions such as the United States, Japan, France, China, Paris, Australia, and India. In these global stations, Apple Inc employees over 60000 people worldwide (Schneiders 27).

Independent Software Designers and Developers: These individuals use available resources when developing new software for Mac and iOS brands. Most Apple Inc’s developers work as freelancers with the help of certified apple engineers and a well equipped library stocked with software development tools and other technical manuals (Schneiders 28).

Customers: These are individuals who buy and use Apple Inc’s final products and services. Presently, this corporation enjoys a large customer base of over 150 million users worldwide.

Suppliers: Apple Inc insists on dealing with suppliers who ensure a constant supply of high quality products. Additionally, suppliers must have displayed exceptional standards of ethical and social responsibility. Desirable suppliers should be flexible enough tackling dynamic business environments. It is, therefore, expected of them to be aware of increasingly competitive nature of business conditions. Following its transcultural operations, Apple Inc’s suppliers meet different amounts of challenges in their line of duty (Schneiders 26).

The Music Industry: Through iCloud, Apple Inc offers artists and consumers a chance to upload and download music at reasonable prices. With reference to iCloud, Steve Jobs said: “…people think that the cloud is just a big disk in the cloud. Here at Apple Inc, we think, it is more than that.” Additionally, iCloud allows customers to sync third party applications. Music saved on a cloud such through iPhones can be replayed on the iPad by the use of cloud sync. As a supporter of intellectual property rights, Apple Inc ensures legal acquisition of content through authorized purchases. For instance, financial reports reveal expenditures of over 100 million US dollars on songs from large music producers such as Universal Music (Nagel 102).Other stakeholders include: Founders, Stockholders, the Media, Governments, Society, Competitors, and Environmental Organizations.

Competition

As earlier stated, Apple Inc has become a household name in the electronics industry. This achievement is through the creation of mobile phones, operating systems, computers, and user interfaces. Apple Inc’s products and services enable their users manage, share, assemble and distribution of personal and corporate content. Although it has created a domination that makes it almost immune from competition by similar firms, Apple Inc recognizes their market presence. For instance, Apple Inc begun its mobile operations as a partner to Google Inc, however, the two grew into immense competitors. In a perfect example where they worked together is Google Inc’s creation of Gmail for Apple Inc’s Smartphone (Nagel 99).

However, the recent past has seen Google develop the Android OS as a direct competition to Apple’s iOS for Smartphone. Moreover, Google not only introduced its own line of Smart phones such as the Nexus, but also allowed other phone manufactures free access to the Android OS. Mobile phone manufacturers Samsung and Sony Ericson have utilized this opportunity and come up with devices such as the Galaxy and Xperia series respectively. Trading at relatively lower prices vis-à-vis Apple Inc’s iPhones, Samsung, Google and Sony Ericson are gaining ground on a once Apple Inc’s market (Nagel 111).

Apple’s current competition for market position does not end with the OS and smart phone environment. It exceeds into the provision of online content such as applications, movies, document readers and music. In the personal content industry, Apple Inc faces stiff competition from web content sharing sites such as Google’s YouTube and Amazon. These two are commercial websites that provide users with access to music, movies, electronic books, and television shows. Amazon is the easiest way possible for acquisition of digital content with the aid of a straightforward user interface. Unlike Apple, it fails in the provision of services across a wide range of products such as digital music carriers (Nagel 90). Other sources of competition include IBM, Microsoft, Gateway, Acer, Adobe Reader, Toshiba, Dell, among others.

Porter’s Five Forces: Apple Inc’s Industry Analysis

•         Rivalry

Apple competes in three principal sections of the electronic hardware industry that is portable music players, mobile phones, and personal computers. Since each of these three areas is fairly developed, Apple Inc’s market growth is forecasted as steady and moderate. In the personal computer industry, the product market is dominated by heavy competitors with ample capital investments, including, Dell, Gateway, Apple, HP, Compaq, Samsung, IBM, and Toshiba. In the presence of virtually identical computers, this market segment is characterized by highly competitive prices hence reduced profits. In the recent past, Apple was placed, along with Dell, as the most market potential brands with increased market presence and profitability (Gitman 46).

Therefore, the increased spending ability of Apple Inc on product research, development, and marketing would enable them gain dominance. In the mobile phone industry, Apple’s iPhones are placed second after the Samsung’s smart phone based on the latter’s high sales volume. On the other hand, Apple Inc enjoys massive market dominance in the portable music industry. Such an advantage enables them utilize different levels of price dictation and product differentiation. Consequently, rivals such as Sony are striving to create products with the technological equivalence of Apple’s iPod. However, Apple Inc displays continual market domination in this part of the industry through iPod’s brand innovation and differentiation (Gitman 47).

•         Threats of New Market Entrants

A few notable manufacturing companies dominate the personal computer and mobile phone market. They include: Dell, Gateway, Apple, HP, Compaq, Nokia, Sony Ericson, Samsung, IBM, and Toshiba. However, due to legal barriers and large economies of the scale, there exists a substantial limitation to new market entrants. In addition to heavy capital investments, new companies need to create equally competitive computer hardware and software products.  Apple Inc displays leadership in market dominance where portable music players are concerned. Since this industry is relatively new, the main competitors include Apple, Nike, Sony, and Dell. While portable music products require heavy capital outlays, the World Wide Web has opened up platforms for online music websites. This exposes Apple’s iTunes to new threats in undesirable shifts in market shares. However, the innovativeness of the Apple team in developing and differentiating the iPod makes the most sought after portable music player in the global market (Gitman 47).

•         The Threat of Product Substitution

Each of the mentioned competitors has its own range of computer products for potential consumers. For instance, computer manufacturers produce both desktops and laptops for a customer base with diverse wants.  Majority of these manufactures rely on Microsoft OS and Intel based CPUs. Apple Inc’s preference in using their OS X and Power Processors from IBM ensures uniqueness and inter-industry product differentiation. Similar software employment is present in their iPhones, as opposed to rivals such as Samsung who rely on Google for Android OS. In the music market, the iPod faces possible substitutes such as Jet audio, AIMP, portable CD players and Creative Nomad. However, these players are USB-based, revealing their incapability in holding immense music files (Simon 33).

•         Buyer Bargaining Power

Apple Inc employs the aspect of product differentiation in its computers, iPhones, and iPods. For instance, the iPod has exclusive Apple innovations that differentiate them from potential competitors. Since it is hard to stumble upon products with similar features, this strategy reduces the buyer’s price sensitivity. Furthermore, buyers of Apple Inc’s products display relatively low bargaining power as a result of purchasing in high volumes. Finally, purchasing an Apple Inc’s product ties a consumer to product servicing and maintenance from certified company dealers. This encourages their customers to get favorable price tags for their product needs (Simon 33).

•         Supplier Bargaining Power

Apple uses a large number of suppliers in product manufacturing, assembly and marketing processes. This encourages lower supplier bargaining abilities regarding input prices. For instance, Apple Inc uses display units from Samsung, Toshiba and IDT, and DVD drives from Sony, Samsung, LG and Phillips. This equips them with the ability of switching in between suppliers where desirable. However, an exemplary example of a lock-in situation exists between IBM and Apple Inc. IBM has had its power processor so essential for Apple that a switch to other suppliers would lead to high production costs (Simon 45).

SWOT Analysis

Apple Incorporated is a worldwide organization that is proudly viewed among most individuals. Consequently, the company’s marvelous mouthing attracts excellent pricing strategies and higher demand for its goods. Additionally, the competitive advantage gives Apple a mile ahead of local and foreign competitors. However, the rise of Google’s Android OS has drastically affected the market share of iOS and iPhones. This SWOT analysis serves as an analytical section that will evaluate the external and internal factors affecting Apple Inc (Gitman 50).

Strengths:

These are the internal factors that give Apple Inc a competitive advantage over the rest. They include:

•         Well reviewed and recognized amongst existing and potential product users.

•         Apple is the second largest manufacturer in smart phone manufacturing- slightly below Samsung.

•         With a strong brand name, Apple is miles ahead of relevant competitors.

•         Great financial history has helped Apple achieve adequate investor confidence for capital accumulation.

•         Investments in product research, development and marketability drives team innovations hence strengthening its market availability.

Weaknesses:

These are internal factors that place Apple Inc at a disadvantageous position when compared to competitors. They include:

•         Persistent lawsuits affect their financial conditions eventually poor operating results.

•         Apple product recalls injures its reputation as a reliable global Corporation.

•         The incompatibility of the Mac with other computers and software hinders Apple’s ability in acquiring a considerable market share.

•         High product price tags hinder their sales volume.

Opportunities:

These are outside factors that show an opportunity for Apple’s growth and development. They include:

•         Growing preference in smart phones and tablets could boost Apples revenues on iPhones and iPad.

•         Good mobile phone advertisement and marketing could lead to market growth.

•         The business world forecasts a steady increase in the demand of smart phones by the year 2014.

•         Apple remains the strongest provider of mobile phone applications with over 350,000 applications.

Threats:

These include the external factors that place Apple Inc at a disadvantageous situation in the industry, namely:

•         The rise of Google’s Android OS has adversely affected iPhones’ market attractiveness.

•         The death of Steve Jobs negatively affected Apple’s potential development plans.

•         High dependence on competitors such as IBM, Samsung, Toshiba and Microsoft for input supplies may increase production costs.

Business Strategies

Apple Inc displays the internal ability in developing and designing computer hardware, operating systems, mobile Apps, and other electronic devices. Indeed, Apple products are different from those of their competitors as they are innovatively designed, and easy to use. Apple’s marketing managers are trained in executing product advertisement using clear explanations on product designs hence generation adequate consumer interests. In an industry characterized by small profit margins, apple places emphasis on attractive product designs. This differentiation helps them in increasing consumer loyalty significantly reducing price sensitivity (Wozniak 23).

With many competitors copying a number of Apple’s successful productions it, timely, updates and improves its products. Therefore, Apple Inc recreates itself through new products thus cutting down on immature competition. Strategic management would demand that Apple Inc exploits the need for initial market entrances when distributing music, and video clips. As part of its secondary missions, this company alters individuals’ behavior independent of market competition. Its product development has taken a newer cause of converging computer devices, portable music devices and mobile phone devices (Brigham 54).

Furthermore, the employment of multiproduct market strategies ensures a decline in Apple’s over dependence on a single market returns. Product diversification provides room for merging resources, activities and technology hence reducing operation costs. Moreover, this strategy encourages the transfer of competencies leading to possible innovations. As a seeker of new business opportunities, Apple creates a global demand for its tailor-made products.

In the modern business environment, corporations expand into untapped markets thus diversifying their revenues. This may be because of matured local markets and infiltrated industries in the event of exposed product pricing strategies.  Indeed the market success of smart products such as the iPhones, iPad and iPod can be sighted in varied cultures, countries and societies. Lastly, setting up Apple stores in alien markets away from the US not only enhances its competitive ability, but also diversifies its search for innovativeness (Wozniak 160).

What the Future Holds For Apple Inc

The Apple Inc as a brand has enjoyed a considerable growth during the Steve Jobs era. Its innovative capabilities, marketing strategies, and strategic business partnerships are key factors that determine their market presence. In the realization of future development goals, Apple Inc is employing the following additional measures: first, it continually engages in product marketing, research and development for dynamic brand discoveries. Secondly, it ensures a timely entry and supply of existing products to feasible global markets. Thirdly, it reaches it engages in consumer identification, definition and outreach programs that research on ultimate user need. By expanding its market presence and creating unbreakable consumer relations in emerging markets, Apple Inc aims at securing new customer loyalties (Schneiders 456).

Conclusion

Nevertheless, Apple Inc remains a leading global Corporation in the computer, phone, and other electronic industries. Though it faces competition from companies such as Dell, Amazon, Samsung, Google, Gateway and HP, Apple’s strategies are considered as some of the most viable in the business. Therefore, Apple is enjoying sizeable market advantages following rises in consumer demand for computers, smart phones, and portable music devices. From the, above detailed, analysis, it is conclusive enough to state that besides having acquired an outstanding reputation in its industry, Apple Inc promises a future growth in market size, revenue generation and profitability based on sound strategic management.

Works Cited

Brigham, Daves. Intermediate Financial Management. Mason, Ohio: Thompson South Western Publishers, 2007.

Gitman, Lawrence J. The Future of Business: The Essentials. New York, NY: Cengage Learning, 2008.

Linzmayer, Owen W. Apple Confidential 2.0: The Definitive History of the World's Most Colorful Company. New York, NY: No Starch Press, 2004.

Nagel, Sarah. Analysis of Value, Image and Positioning of a Brand: An Analysis of the Brand Apple in Regard to the VIP-Criteria. Santa Cruz, CA: GRIN Verlag, 2010.

Schneiders, Sascha. Apple's Secret Of Success - Traditional Marketing Vs. Cult Marketing. Diplomica Verlag, 2011.

Simon, William L. iCon Steve Jobs: The Greatest Second Act in the History of Business. Hoboken, NJ: John Wiley & Sons, 2005.

Wozniak, Steve. iWoz: From Computer Geek to Cult Icon: How I Invented the Personal Computer, Co-Founded Apple, and Had Fun Doing It. NY: W. W. Norton & Company, 2006.

               

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My School Project

DECLARATION

I declare this as an original document and a creation of my own mind and not a duplication of another authors work.

Name:

INZAHULI MUDAVE LIONEL

K24/1724/2007

Registration number:

Signature:

 

This project was timely submitted for examination purposes with my approval to my University Supervisor

Name:

	DOCTOR EMANUEL MANYASA

 

Signature:

 

                                                DEDICATION

I dedicate this research paper primarily for an audience of students, departmental heads and the entire higher educational community of Kenyatta University and to my parent school, School of Economics.

 

 

 

 

 

 

 

 

 

 

ACKNOWLEDGEMENT

I acknowledge the efforts of the following individuals for their role in making this research a success. My university supervisor, Dr Manyasa, for being such a wonderful instructor.  He carefully took me through the entire process from project specification through to estimations and evaluations. Secondly, my classmates for their support and assistance in areas I thought I needed a little help. Thirdly, the entire university community for indirectly seeing to it that this project was a success. Lastly, I thank my mother Mrs. Martina and my elder brother Mr. Lenin Jumba, two great individuals whose financial support and encouragement I relied upon to give rise to this final document.

ACRONYMS

AB: Attitude Behavior

TPB: Theory of Planned Behavior

ICTs: Information Communication Technology

PBC: Perceived Behavior Control

SN: Social Norms

TABLE OF CONTENTS

DECLARATION.. 2

DEDICATION.. 3

ACKNOWLEDGEMENT.. 4

ACRONYMS. 5

TABLE OF CONTENTS. 6

PART ONE.. 8

1.0      INTRODUCTION.. 8

1.1     Background Information. 9

1.2     Hypothesis and Problem Statement 11

1.3     Research Questions. 11

1.4     Significance of the Study. 12

PART TWO.. 13

2.0      LITERATURE REVIEW AND SUBJECT DEVELOPMENT.. 13

2.1     The Wide Scope. 13

2.2     The theory introduced: Theoretical Framework. 15

2.2.1     The theory of planned behavior. 15

2.3     The Specific framework. 16

PART THREE.. 19

3.0      METHODOLOGY.. 19

3.1     The Modified Survey. 19

3.2     The sample size. 19

3.3     The Questionnaire. 20

PART FOUR.. 21

4.0      DATA ANALYSIS AND DISCUSSION.. 21

4.1     Competence and Awareness. 21

4.2     Factor Analysis. 21

4.3     Paired Intentions, Attitude, Subjectivity and Perceived Behavioral Control 23

4.4     Behavior Belief: The Desirability Concept Captured. 25

4.5     Normative and Control Factors. 26

4.6     Valuing ICTs. 27

4.7     Regression Analysis and Explanation. 28

4.8     Summary. 30

PART FIVE.. 31

5.0      CONCLUSIONS AND RECOMMENDATIONS FOR FURTHER STUDY.. 31

APPENDIX.. 36

PART ONE

1.0   INTRODUCTION

This project examines the role that information and communications technology can play in connecting students to the three main pillars of higher education: the lecture hall, administrative service and scholarly research using the Theory of Planned Behavior. The thirty undergraduate students sampled students were invited to complete a questionnaire aimed at getting their intentions, attitudes, social influences and control on ICTs interaction.  The sections in these questionnaire collects data on each of the components proposed by the theory of planned behavior (TPB) as designed by Ajzen used to study the influence of attitudes on a wide range of social interactions.

We uniquely begin our research with some of the comments and personal experiences we got from some of our respondents:

“Most of my lecturers now prefer using power point presentations. They say it is an easy and more efficient way of teaching. I agree with them to some point because we are able to get our note before-hand and prepare for a day’s lecture. It has made learning exciting with little paper work involved.”

“I never thought education would be exciting as it is over the internet. I always allocate myself an hour or two per day to recapture what I have learnt in class. Going online means seeking more assistance on a subject I did not quite understand and it is easier as most of my tutors are hard to reach.”

“I have accounts with social networking sites such as Face book, Twitter and MySpace. These have become my social platforms as I keep in touch with my friends and learn about trending issues with the touch of a button.”

“Most of my work is now stored online. Keeping records such as my class notes, curriculum vitae and other educational documents is easier than it was three years ago. The student registration process was one of those nightmares we would never want to encounter due to the amount of work to be done. Given these machines registration has become not only satisfying but also exiting.”

The above statements reveal general positive attitudes students have towards ICTs integration.

1.1   Background Information

The magical touch of Telecommunication and ICT is evident in every nation and multi national corporation around the world. This has led to a raging debate on the extent over which these new technologies are transforming individual economies. Scholars have been invited to study the relevance of such technologies to the third world. Positive results have then led the introduction of ICT based courses in institutions of higher education. However, as irony would have it, universities are both producers and consumers of the skilled labor that works in this industry.

The main trigger of this research was the steady rise in demand for higher education in developing countries. Our curiosity therefore led us to examine the role of ICTs in three major functions: improving the quality, widening the access and cutting costs in the teaching process. This paper follows to highlight with given examples trending issues in ICTs and the new growth dynamics they are creating in university education.ict is indeed the driver of intellectual change but without proper good policies and planning, can create undesirable changes.

When an institution decides to employ ICTs, its main intention is to improve efficiency in the education process hereby achieves a growth goal. The institution will be targeting how best to improve worker motivation, student’s performance and student-instructor relationship while all together reducing the work load. Notably, ICTs have promoted newer approaches to working, learning and innovation.

The 21^st century is experiencing the emergence of new technologies resulting from genius innovations. Key to note of all has been positive growth of ICTs and their impact on human activities. Recent researches conducted in developed and developing countries have shown an increasing integration and upgrade of ICT in functioning economic sectors. The education sector has also been on the fore front in giving the first priority to ICT literacy through developing a number of educational programs. In fact, so real is the existence of this technology that special ministries have been formed. Governments are also investing in ICT based conferences hence encouraging innovations and foreign investment.

The internet is the main driver of technology, for instance, the mare presence of it reduces the entire globe into a tiny electronic village. The East African region has recently taken a major face lift with the arrival of an under sea cable. Such is a milestone the community would never have dreamt of more than a decade ago. Few examples of the benefits here include increased volume of trade, opened up new employment opportunities, easier transfer of information and more importantly made research work easier.

Such are just a few examples that have led to institutions encouraging training in ICTs applications and utilization. This has become a growing concern around the and for a number of years, training and further development in the ICT area is evident. Literature collected on studies that have been conducted on the literacy of technology in higher education sectors reveal an importance of having ICT integrated in teaching and learning processes. Top and upcoming universities have been increasing their intakes by the year. This has in turn increased demand for the use of virtual and semi-virtual equipment to enhance education. Although these changes in demand can be sighted in and out of the university, the former is more active as it is restructuring to meet an ever growing student population.

So as years go by, changes in the nature of teaching, learning and administrating should be seen. That is, lecturers shift from using marker boards to projectiles and PowerPoint presentations and to the use of CDROMs, electronic books and journals. Similarly, students tend to enjoy online sources of information, social networking and easier communication with their instructors.            

1.2   Hypothesis and Problem Statement

ICTs came into the world with a promise to transform processes through efficiency and scope. In the world of higher education, the classroom setting has heeded to this transformation through teacher-student behavior. This study therefore suggested that student intention to engage in ICTs interaction was strongly dependent on their attitudes towards ICTs, social influences, and perceived behavior control.

1.3   Research Questions

This research paper sought answers for the following questions:

Are attitudes, peer influences and perceived behavior significant in determining a students’ intention to participate in ICTs interaction?

To what scope do the above determinate correlate to shape the intention of an individual student?

1.4   Significance of the Study

This study used TPB to study the attitude of Kenyatta University undergraduate students towards the use of ICTs in their learning processes. This is because as K.U continues to expand day in and out, healthy ICTs application is essential. It is therefore statistically significant to study these attitudes to ascertain the level of ICT awareness, competence and influences

PART TWO

2.0   LITERATURE REVIEW AND SUBJECT DEVELOPMENT

2.1   The Wide Scope

In more recent times, studies have considered the impact of ICT in higher education in terms of the benefits for tertiary learners; for instance, Goerke & Oliver (2007) studied the use of mobile learning (M-learning) at the Western Australia Curtin University of Technology. They have suggested that emerging technologies which are both owned and used by students, and incorporated wisely into university curricula, can go some way towards enhancing high quality, face-to- face learning experiences. This way, articulated knowledge is created as students are presented with alternative ways of achieving otherwise challenging results are effected (pg. 10).

In yet another study conducted in the same country at the University of Melbourne found evidence of a significant positive association between effective use of ICT and success in higher education (Kennedy et al., 2006). Field researchers have reported an increasing number of students using ICTs and ICTs based tools in their studies. For instance, cell phones have been identified as the number one widely accessed type of technology. They have become, in higher education, an important factor to capture when studying the shift in ICTs application for learning and teaching processes.

 Lecturers are slowly but surely learning to model the operation of innovative ICTs, such as students’ mobile devices, in their courses so that they know how to challenge and change their teaching and researching methods. Pelliccione (2001) reports that, in a case study at Curtin University of Technology, the university’s teaching staff had a high commitment to the adoption of ICT for teaching and learning.

Data in the above study also suggested that the adoption of ICT in teaching and learning would be promoted by greater support of the change at the management level of the university. This is a level consisting of university non teaching staff such as administration officers, medical and accommodation departments. A huge chunk of this literature has been devoted to the issues of what factors have been shown to influence the different perceptions of effectiveness of ICT integration.

It must be asked what can be learnt from these studies about the relationship between different perceptions and teaching and learning behavior in terms of effective ICT use? The issue of students’ ICT uptake is of crucial importance, for it has been argued that use of ICT during learning practice will lead to competent and confident use in their learning, while lack of it will mean that students will make little use of ICT (Stiggins1999).

 Universities and other tertiary education institutions have indicated that ICT has a generally positive effect on the quality of teaching and learning, although few have been able to offer detailed evidence. Although many student satisfaction surveys have been conducted on the use of ICTs, it is still unclear whether or not students fully perceive their potential and use them effectively (Pachler et al., 1999).

It should be determined whether refraining from their use is simply through ignorance or some other underlying concern, and how this may be addressed. Without investigation, it is difficult for universities to know if they are meeting the needs of students effectively (OECD, 2005). Galanouli et al., (2001) reported that students perceived three main barriers to their perceptions of ICT use during learning practice: lecturers’ attitudes, lack of resources and lack of time. Although lack of appropriate equipment was considered an important factor when students were unable to use ICT in their learning, it was also clear that lecturers’ uptake of ICTs and attitudes towards ICTs’ use played the most crucial role in the success or failure of their teaching and learning.

Many other researchers (Pelgrum, 2001; Cox & Cox, 2000; Yuen, 2002) in addition to carrying out their own literature reviews undertook studies to obtain primary evidence of the barriers to lecturers’ perception of ICT use. They found out that a teacher’s main concern was their students’ academic success, but lack of evidence and the imposition of ICT usage are putting pressure on teachers which, in turn, will lead to building-up more stress and resistance (Schrum 2000). Teachers who are already fearful of the technology will become more reluctant when the use of the technology is imposed on them.

Masopha (2005) argues about imposing on teachers with unclear instructions and directions in implementing ICT and the lack of professional development are important findings in determining the possible issues of the teachers’ resistance towards the technological implementation. Caverly & MacDonald (2004) shared similar views in that they said there is little focus given to develop positive perceptions for professional development in technology. It is likely this will force teachers to create their own standards and understandings which may not produce a satisfactory result. There has been some optimism amongst teachers in Tasmania that a thorough understanding of effective ICT use would enhance motivation to use ICT with their students. If this goal is to be realized, the students also will be equipped with a variety of ICT skills in order to be meaningfully and motivationally engaged in their learning.

2.2   The theory introduced: Theoretical Framework

2.2.1 The theory of planned behavior

It states that personal attitude, subjective norms and perceived behavioral control work together in shaping an individual’s behavioral intentions and behaviors. This theory provides a link between human behavior and attitude. It was developed by Icek Ajzen as an extension of the theory of reasoned action.

 Here therefore human behavior is stated to be in need of three types of belief considerations namely: likely consequences of the behavior (behavioral beliefs), the normative expectations of others (normative beliefs), and the presence of factors that may enables and or/ limits the performance of the behavior (control beliefs). In their respective aggregates, behavioral beliefs produce a favorable or unfavorable attitude toward the behavior; normative beliefs result in perceived social pressure or subjective norm; and control beliefs give rise to perceived behavioral control. In combination, attitude toward the behavior, subjective norm, and perception of behavioral control lead to the formation of a behavioral intention. As a general rule, the more favorable the attitude and subjective norm, and the greater the perceived control, the stronger should be the person’s intention to perform the behavior in question.

Finally, given a sufficient degree of actual control over the behavior, people are expected to carry out their intentions when the opportunity arises. Intention is thus assumed to be the immediate antecedent of behavior. However, because many behaviors pose difficulties of execution that may limit volitional control, it is useful to consider perceived behavioral control in addition to intention. To the extent that perceived behavioral control is veridical, it can serve as a proxy for actual control and contribute to the prediction of the behavior in question.

2.3   The Specific framework

This theory has been utilized over the years by a number of researchers in an attempt to understand people’s intensions to engage and use certain activities. For instance, activities such as game hunting, weight loss, sports, opinion polls-a quite common survey in Kenya and gift giving (Hrubes et al,. 2001). These studies indicate that the application of the Theory of Planned Behavior deals with the antecedents of attitudes, subjective norms, and perceived behavioral control.

In general, the more positive the attitude towards performing the behavior, along with substantial levels of social pressure to do so and perceived control over one’s actions, the more likely the individual is to carry out the behavior. Often behaviors pose difficulties with regard to execution. In this way it is useful to consider perceived behavioral control in addition to intention. Depending on how realistic people are in their judgments of the level of difficulty associated with a behavior, a measure of perceived behavioral control can serve as a proxy for actual control and as such can contribute to the prediction of the behavior in question.

When it was applied to the engagement with ICT, the Theory of Planned Behavior suggested that intentions to engage and interact with a particular program or software element is influenced by attitudes towards using ICT, perceived social pressure to do so and by perceptions of control over the interaction. The diagram below is a schematic representation of the theory:

                                                             

 

                                                                                                                        

Diagram 1: The Theory of Planned Behavior- Icek Ajzen

Alternatively, this theory in its can be expressed in a mathematical model as below:

 Where: BI=behavior intention, AB=attitude towards behavior, b=the weight/strength of each belief, e=attribute or outcome evaluation, SN=social norm, n=strength or weight of each normative belief, m=motivation complying with each individual under study, PBC=perceived behavioral control, c=the strength of each control belief, p=perceived power of the control factor, Wi=empirically derived weight.

PART THREE

3.0   METHODOLOGY

3.1   The Modified Survey

Earlier researchers have taken on this problem in different dimensions. For instance Creswell 2005 brings to book a mixed method approach that intentionally combines the strengths of both quantitative and qualitative paradigms to investigate this phenomenon. This mixed approach majors upon collecting, processing, analyzing and studying both qualitative and quantitative data in either single and time series studies to make clearer this problem.

 In this research study, the sampling area was limited to the borders of Kenyatta University, Main Campus, and the target population was the student body of Kenyatta University. Since this study was conducted by a single researcher, it displayed limitations such as inadequacy in time and funds. Our study is therefore modified to focus only on the quantitative part in examining a small random sample of regular program students (n=30) so that its objectives are achieved.

3.2   The sample size

 In this study, 30 respondents were sampled from the current student population studying at Kenyatta University. The number of the selected sample in terms of their sex and frequency is organized as shown in the diagram below.

Sample		Frequency	Percent	Valid Percent	Cumulative Percent
	female	17	56.7	56.7	56.7
	male	13	43.3	43.3	100.0
	Total	30	100.0	100.0

 

 

Diagram 2: number of respondents and their distribution.

3.3   The Questionnaire

Burns (2000) states that the questionnaire method is the most commonly used descriptive method in educational research, and gathers data at a particular point in time (p. 566). In this study, the generation of data was done using the questionnaire technique of data collection to ensure that the required data could be collected within the allocated time and budget.

The first stage involved the development and administration of a suitable ten item questionnaire. This questionnaire was designed in a way that it captures variables related to the use of ICTs and its sections were lifted from the components of the Theory of Planned Behavior (see illustration in diagram 1). The ten items are grouped into 5 sections named A-E and are on a quest to investigate the respondents’ behavioral beliefs, normative beliefs, control beliefs, their attitudes towards ICTs subjective norms, perceived behavior control and lastly intentions.

 Section A is an initial background section that was included to collect background information related to the students’ demography such as their sex, age group, year of study and faculty.  Further on, this section asks for their competence and awareness levels in ICT intelligently building them up for the next sections. Section B to D serve as collectors of information related to  Normative and control, desirability, pairing intentions, attitude, subjectivity and perceived behavior in that order.  The last section E calls upon them to value ICTs considering their future careers and also their life as students.

PART FOUR

4.0   DATA ANALYSIS AND DISCUSSION

4.1   Competence and Awareness

A total of N=30 respondents completed and returned the questionnaire on ICTs integration. N comprised of 57% and 43% percent females and males respectively. Diagram 3 provides a summary of the respondents’ perceived ICT competency levels (Q5a) and their perceived importance of ICT-based learning to their future careers (Q5b).

Question 5	Mean	Std Deviation	Percentage	Cor.
5a.Your level of competence in ICTs	2.4000	.49827	High:40.0% Av: 60.0% Cum:100.0%	1.000
5b.The importance of  ICT-based learning to your coursework	3.000	.0000	High:100.0% Low:- Cum: 100.0%	_

Diagram 3: ICTs Competence and Importance. Where: N=30, Av=average, cum=cumulative percentage, cor=correlation.

4.2   Factor Analysis

An initial analysis of the components in the questionnaire is represented in diagram 4 below. In each of the components, three-point bipolar scales where used to assess the respondents perceptions of each statement presented to them. Additionally, this diagram reports the mean, mode and median scores as measures of central tendency for each of the scales. Also presented is the standard deviation as a measure of dispersion, skewness and kurtosis measure the distribution.

Question	Mean	Mode	Median	S.D	Kurtosis	Skewness
5a	2.4	2	2	0.49827	-1.95	0.430
5b	3	3	3	0	-	-
6a	3.867	3	3	0.346	3.386	-2.273
6b	1.867	2	1	0.819	0.259	-1.457
6c	2.733	3	3	0.521	2.934	-1.867
7a	1	1	1	0	-	-
7b	2.567	3	3	0.774	0.354	-1.434
7c	2.867	3	3	0.346	3.386	-2.274
7d	2.23	2	3	0.774	-1.60	-0.441
7e	1.133	1	1	0.507	12.207	3.660
8a	1	1	1	0	-	-
8b	2.767	3	3	0.568	5.036	-2.428
8c	2.9	3	3	0.305	6.308	-2.809
8d	2.9	3	3	0.305	6.308	-2.809
8e	1.333	1	1	0.434	12.514	3.49
9a	2.967	3	3	0.1826	30.00	-5.477
9b	2.933	3	3	0.25371	12.207	-3.660
9c	2.767	3	3	0.568	5.036	-2.428
9d	1.2	1	1	0.40684	0.527	1.58
10a	1	1	1	0	-	-
10b	1.767	1.5	1	0.858	-1.484	0.487
10c	1	1	1	0.183	30	5.477
10d	1	1	1	0	-	-

Diagram 4: questionnaire analysis of individual scale mean, mode, median, standard deviation, kurtosis and skewness. Note: please find in the attached questionnaire, phrases to which the above numbered questions correspond.

The diagrams 5 through to 10 follow now on display the item statements in each component of the Theory of Planned Behavior and their scale analysis. Please note that negatively polarized scores have been reversed so that they are displayed as being positive statements. For instance, questions 8c “ICT use makes me angry” and 8d “ICT use makes me frustrated” are phrased as negative statements. However, since they have been reversed scored, the mean scores of 2.9 and 2.9 respectively indicate that more respondents chose to disagree with these two statements from those who agreed with them.

4.3   Paired Intentions, Attitude, Subjectivity and Perceived Behavioral Control

(On a scale of 1 to 3 where 1=least likely, 2=somehow likely, 3=most likely)

The two diagrams below 5a and 5b show response rates towards the four pillar components of our mathematical model that is the Intention, Attitude, Subjective Norms and Perceived Behavioral Control scale-wise. A majority of the students indicated that they had intentions and plans to engage in ICTs use (96.7%), that ICTs interaction is pleasant (93.3%), and that people who matter to them thought that they should engage in ICTs interaction (83.3%). While 6.7%  are in support of the subjective norm, 3.3 %, 6.7% and 10 % are the percentages showing those respondents indifferent in behavioral intentions, attitudes and subjective norms in that order. Lastly, a large 80% indicated that they found it difficult to engage in ICTs while 20% showed indifference in engagement.

.

Factors	Scale 1	Scale 2	Scale 3	Polarity	Mean	S. d
9a.Intention	_	3.3%	96.7%	+	2.967	0.1826
9b:Attitude	_	6.7%	93.3%	+	2.933	0.2537
9c:Subjective Norms	6.7%	10.0%	83.3%	+	2.767	0.5683
9d: PBC	80.0%	20.0%	_	+	1.2	0.407

Diagram 5 a: response rates for intentions, attitudes, subjective norms and PBC

Where Q9a: I intend/plan to engage in ICT use, Q9b: Interacting with ICT is helpful/pleasant, Q9c: People who matter to me think that I should engage in ICT and Q9d: I find it difficult to engage in ICT.

Paired Items	9a: Intention	9b: Attitude	9c:Subjective Norms	9d: PBC
9a: Intention	1	-0.05	-0.78	0.093
9b: Attitude	-0.05	1	0.128	0.134
9c:Subjective Norms	-0.078	0.128	1	-0.089
9d: PBC	0.093	0.134	-0.089	1

Diagram 5b: paired correlations between intentions, attitude, subjective norms and PBC.

In the diagram above intention and attitude are negatively correlated (-0.05), PBC and subjective norms (-0.089) and intentions and subjective norms too (-0.78). However, there is a positive relationship between Intention and PBC (0.093), attitude and subjective norms (0.128) and between subjective norms and attitude (0.128).

4.4   Behavior Belief: The Desirability Concept Captured

(on a scale of 1 to 3 where 1=true, 2=indifferent, 3=untrue)

Diagram 6a and 6b present the participants responses to the concept of desirability regarding their involvement with ICTs according to each 8a-8e statements and statement correlations in that order. This depicts an overall positive response with competence scoring 100% and intelligence 90.0%. Negative statements have been negatively polarized proving the fact that 83.3%, 90.0% and 90.0% of the sample do not associate an interaction with ICTs with exhaustion, anger and frustration. However, 10.0% each of the respondents are indifferent about the negative statements while 6.7% and 3.3% are indifferent and found it untrue, respectively, to associate ICTs interaction with intelligence.

Concept	Scale 1	Scale 2	Scale 3	Polarity	Mean	Std dev
8a	100.0%	-	_	+	1.00	0.000
8b	6.7%	10.0%	83.3%	-	2.76	0.568
8c	_	10.0%	90.0%	-	2.90	0.305
8d	_	10.0%	90.0%	-	2.90	0.305
8e	90.0%	6.7%	3.3%	+	1.13	0.434

Diagram 6a. Response rates for 8a: ICT makes me feel competent, 8b: ICT use makes me exhausted, 8c: ICT use makes me angry, 8d: ICT use makes me frustrated, 8e:  ICT makes me feel as though am intelligent.

Concept	8a	8b	8c	8d	8e
8a	k	k	k	k	k
8b	k	1	-0.139	0.259	0.130
8c	k	-0.139	1	-0.111	0.104
8d	k	-0.259	-0.111	1	0.104
8e	k	0.130	0.104	0.104	1

Diagram 6b. Correlations table among 8a: ICT makes me feel competent, 8b: ICT use makes me exhausted, 8c: ICT use makes me angry, 8d: ICT use makes me frustrated, 8e:  ICT makes me feel as though am intelligent. Where k is a constant

4.5   Normative and Control Factors

(On a scale of 1 to 3 where 1=least likely, 2=somehow likely, 3=most likely)

 Diagram 7a presents a combination of scaled respondents’ responses in Normative and Control factors. In normative factors, 86.7%, 26.7% and 76.7% of the students will most likely be influenced into ICTs participation by their peers, family and lecturers in that order. Notably, parents (40.0%) are placed as the most least likely to influence them into ICTs engagement followed by the lecturers at 3.3%. however, 13.3%, 33.3% and 20.0% are indifferent in whether their peers, parents and lecturers respectively will play a significant role in influencing their choice of ICTs.

Statements 7a and 7e are negative statements therefore can be interpreted as 100.0% of the students are never too busy to engage in ICTs and a considerable 93.3% disagree with the suggestion that ICT is expensive and time consuming. Similarly, there are positive responses in favor of having the essential skills to use any form of ICTs (73.3%), having the knowledge (86.7%), and can afford and use ICTs (43.3%). This corresponds to 10.0%, 13.3%, and 36.7% who are indifferent respectively while scores of 16.7% and 20.0% have the skills and can afford ICTs.

Concept	Scale 1	Scale 2	Scale 3	Polarity	Mean	Std  dev
6a	_	13.3%	86.7%	+	2.867	0.346
6b	40.0%	33.3%	26.7%	+	1.867	0.819
6c	3.3%	20.0%	76.7%	+	2.733	0.521
7a	100.0%	_	_	-	1.000	0.000
7b	16.7%	10.0%	73.3%	+	2.567	0.774
7c	_	13.3%	86.7%	+	2.867	0.346
7d	20.0%	36.7%	43.3%	+	2.233	0.774
7e	93.3%	_	6.7%	-	1.133	0.507

Diagram 7a. Response rates for 6a: Friends/peer, 6b: Family, 6c: Teachers/lecturer, 7a:  Too busy to engage in ICT use, 7b: Have the skills essential to use any form of ICT, 7c:  Have the knowledge to engage in ICT use, 7d:  Afford the cost of using ICT, and 7e:  It is rather expensive and time consuming to engage in ICT use

Concept	6a	6b	6c
6a	1	0.179	-0.204
6b	0.179	1	0.237
6c	-0.204	0.237	1

Diagram 7b. Correlations between normative concepts where 6a: Friends/peer, 6b: Family, and 6c: Teachers/lecturer.

Concept	7a	7b	7c	7d	7e
7a	k	k	k	k	k
7b	k	1	-0.223	0.060	0.152
7c	k	-0.223	1	-0.137	0.105
7d	k	0.060	-0.137	1	-0.258
7e	k	0.152	0.105	-0.258	1

Diagram 7c. Correlation between Concepts of control 7a:  Too busy to engage in ICT use, 7b: Have the skills essential to use any form of ICT, 7c:  Have the knowledge to engage in ICT use, 7d:  Afford the cost of using ICT, and 7e:  It is rather expensive and time consuming to engage in ICT use.

4.6   Valuing ICTs

(On a scale of 1 to 3 where 1=true, 2=indifferent, 3=untrue)

The diagram below, 8a, presents scaled responses to ICT valuations by the respondents. These responses depict a strong yes of 100%, 96.7% and 100% for the importance of ICTs in enhancing the education process, making the learning process easier and efficiency in the work place. The essentiality of ICT for good educational results however received a fairly positive score of 50.0% with 23.3% being indifferent and 26.7% disagreeing.

Value	Scale 1	Scale 2	Scale 3	Polarity	Mean	Std dev
10a	100.0%	_	_	+	1.000	0.000
10b	50.0%	23.3%	26.7%	+	1.767	0.858
10c	96.7%	3.3%	_	+	1.033	0.183
10d	100.0%	_	_	+	1.000	0.000

Diagram 8a.Response rates for 6a. 10a. Engagement with ICT enhances the learning process, 10b. ICT is essential for good educational results, 10c. ICT makes the learning process easier, and 10d. ICT is essential in efficiency both at school and work.

Diagram 8b shows correlations between variables in the concept that seeks to value ICTs. The essentiality for good educational results is positively correlated to the role of ict in making the learning process easy by +0.271. Statements 10a and 10d however are almost so perfect constants that they offer no correlation results among themselves and the other variables.

Value	10a	10b	10c	10d
10a	k	k	k	k
10b	k	1	0.271	k
10c	k	0.271	1	k
10d	k	k	k	k

Diagram 8b. Correlation between Values. 10a. Engagement with ICT enhances the learning process, 10b. ICT is essential for good educational results, 10c. ICT makes the learning process easier, and 10d. ICT is essential in efficiency both at school and work.

4.7   Regression Analysis and Explanation

We look at the mathematical model of the Theory of Planned Behavior where intention is regressed against behavior attitude, social norms and PBC. So that our regression equation takes the form:

Y=b0+b1X1+b2X2+b3X3+e

Where Y is the intention, X1 is the behavior attitude, X2 is the social norm and X3 is the perceived behavioral control all of which are measured by Q9, b0, b1, b2, and b3 are weights determined outside the model.

	Coefficient Beta	T distribution	Significance
9b	-0.054	-0.274	0.786
9c	-0.064	-0.115	0.755
9d	0.095	0.479	0.636

Diagram 9. 9a is plotted against 9b, 9c and 9d

The strong positive significance of 0.786, 0.755, and 0.636 shows that attitude, social norms and PBC are all important in explaining the variations in Intention to engage in ICTs interaction. The beta values -0.054 and -0.064 intention placed against social norms and attitude have a negative relationship while increases in PBC will mean that there is increased likelihood that an individual will engage in ICT interaction.

4.8   Summary

This type of analysis studies and expounds on Kenyatta University students’ attitudes towards ICTs integration using tools set up by the theory of planned behavior. This involved a questionnaire aimed at collecting data on individual intentions, attitudes, norms, PBCs, beliefs, demographic factors, awareness and competence.  Sure positive responses can be sighted in intentions with this sample agreeing that they intend to participate in ICTs integration in future.

However responses for normative beliefs had differentiated scores that resulted to a rather weak positive figure. This is because responses are distributed between peers, lecturers and family with peers being the major influence to a possible engagement in ICTs integration followed by the lecturers and finally family. This shows that the above normative concepts when placed against ICTs are of no strong significance to this n=30.

Additionally, the desirability concept shows a clear difference between positive and negative statements with respondents choosing not to associate ICTs integration with exhaustion, anger and frustration but rather competence and intelligence. We can also conclude that on overall, this chosen sample believes that ICTs is pleasant, helpful and easy and would result in positive classroom and workplace outcomes with a majority further indicating that they were confident in their level of ict competence and awareness.

PART FIVE

5.0   CONCLUSIONS AND RECOMMENDATIONS FOR FURTHER STUDY

The general findings of this study reveal that students from Kenyatta University have a rather high awareness and ability to use different technologies made available to them. They have a positive attitude about how ict is changing classroom learning, teacher-student interaction and understanding of the subject matter. However, at the same time, they report a strong preference for learning some of the units with traditional teaching methods-the classroom board and settings such as units offered from the Mathematics department. This is an area our study did not fully explore; a future study should therefore be conducted capturing the possible combinations of ICTs and traditional methods in teaching such units. This could lead to more precise suggestions on how to merge and desirably complement these two methods.

 Furthermore, from this study we sure learn of a positive relationship existing between paired TPB components. Although this is an interesting study that gathers positive findings, it is a result of quantitative cross sectional data from the student perspective which limits the scope of our conclusions. This shows that it is possible more precise results could be obtain from longitudinal studies with together with the help of qualitative data where students attitude and behavior towards ICTs integration is followed through time studies. In addition to this, the behavior of teaching and support staff could also be studied so as to expound on the study scope.

Lastly, this study focuses on the attitudes on a young generation which believes in opportunities exploited in a tri-factor: awareness and competence, access and influence, and dynamism in the learning process. However, these factors may greatly differ if we allow for a battle based on differences in demographical factors, that is, the sexes, age groups, schools and career choices, and the level of study. This suggests a possible difference in attitude and competence between postgraduate and undergraduate students, students and staff and between younger and older members of this society. Given this observation, a suggestion arises on the need for the entire University community to be studied in a blended hybrid research that will present the most optimal application of components present in the TPB to be able to come up with a world class learning environment producing and attracting competent scholars.

REFERENCES

Ajzen, I., & Driver, B.L. (1991). Prediction of leisure participation from behavioural, normative     and control beliefs: An application of the theory of planned behaviour. Leisure Sciences,3.

Ajzen, I., & Fishbein, M. (2000). Attitudes and attitude behaviour: Reasoned and automatic             processes. In European review of social psychology. W. Stroebe, M. Hewstone, (eds).      Wiley, Chichester, England.

Ajzen, I., & Fishbein, M. (2005). The influence of attitudes on behaviour. In D. Albarracin., B.T

Johnson., & M.P Zanna. (Eds). The handbook of attitudes (p. 173-221). Mahwah, NJ:          Erlbaum.

Fishbein, M., & Ajzen. I. (1975). Belief, attitude and behaviour: An introduction to theory and        research.Addison Wesley, Phillipines.

Hrubes, D., Ajzen, I., & Daigle, J. (2001). Predicting hunting intentions and behaviour: An application of the theory of planned behaviour. Leisure Sciences, 23.

Moreno, R., & Mayer, R. E. (2000). A Learner-Centered Approach to Multimedia Explanations:    Deriving Instructional Design Principles from Cognitive Theory. Interactive Multimedia        Electronic Journal of Computer-Enhanced Learning, 2(2).

Burns, R. B. (2000). Introduction to research methods. French’s Forest, NSW, Australia:                           Longman.

Caverly, D. C. & MacDonald, L. (2004). Techtalk: Keeping up with technology. Journal of             Developmental Education, 28(2), 38-39.

Cox, M., Preston, C. & Cox, K. (1999). What factors support or prevent teachers from using ICT              in their classrooms? Paper presented at the British Educational Research Association          Annual Conference, University of Sussex at Brighton, September 2-5.    

Galanouli, D., Murphy, C. & Gardner, J. (2001). Students’ Perceptions of ICT-related Support in               Teaching Placements. Journal of Computer Assisted Learning, 17(4), 396-408.

Hope, W. C. (1996). Factors facilitating teachers' use of computer technology. The Clearing          House, 70(2), 106-107.

Laurillard, D. (1993). Rethinking university teaching: A framework for the effective use of educational technology. London: Routledge.

Markel, S. L. (2001). Technology and education online discussion forums: It's in the response.       Retrieved November 10, 2011, from      http://www.westga.edu/~distance/ojdla/summer42/markel42.html

Newman, W. (2004). ICT: Does IT matter? Access, 18(3), 5-8.

OECD (2005). E-learning in tertiary education: where do we stand?. Education & Skills, 4(1), 1-     293.

Oliver,B. & Goerke, V. (2007). Australian undergraduates' use and ownership of emerging                         technologies: Implications and opportunities for creating engaging learning experiences       for the Net Generation. Australasian Journal of Educational Technology, 23(2), 171-186.

Oliver, R. (2002). The role of ICT in higher education for the 21st century: ICT as a change          agent for education. Proceedings of the Higher Education for the 21^st Century             Conference. Sarawak: Curtin University.

Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: results from a       worldwide educational assessment. Computers & Education, 37(2), 163-178.

Pelliccione, L. (2001). Implementing innovative technology: Towards the transformation of a         university, unpublished PhD thesis, Curtin University of Technology, Perth, Western   Australia, Australia.    

APPENDIX

The Survey Questionnaire

Good morning/afternoon/evening. I am Lionel, A fourth year student taking a B.Economics (Statistics). I am conducting a survey on ICT integration and interaction in Kenyatta University, asking students like you for their views. I will be grateful if you would answer a few questions for me. With estimated time duration of about ten minutes, this interview is meant to be voluntary and confidential. You may refuse to participate and withdraw without jeopardy. Please inform me as to whether you are willing to be part of this survey.

A. Demographics, Awareness and Competence.

Q1. Please mark and indicate where applicable:

a. Sex                             Male                Female

b. Age                                                            15-19                 20-24                     25-29                    30+

c. Year of study                     

d. School/course

Q2.Do you own and /or have access to any of the following:

                                                                                                                                                                                                     Yes                             No

a. Internet enabled phone

b. Personal computer

c. Email address and or/social networking address

(Face book, Twitter, MySpace e.t.c)

Q3. Please indicate your ability to use the following programs to carry out the types of tasks shown

(Mark one option per program)

                                                                                   Unaided   Aided   Don’t Know

a. Emailed a document

b. Used PowerPoint

c. Using an online bibliographic database to search for a publication

Q4.  Please indicate how frequently, if ever, you have used or been involved in the following on weekly basis (mark one option per activity)

                                                                                                        Often    Once   Never Done

a. Sourced from a website directly or indirectly reading material

b. Online discussion forums

Note :( inclusive of social networking academic groups and pages)

c. Virtual learning environment e.g. WebCT or Blackboard

d. Academic support and advice from a lecturer via email

Q5.How would you rate (on a scale of 1 to 3 where 1=low, 2=average, 3=high)

                                                                                1       2         3

a. Your level of competence in ICT

b. The importance of ICT-based learning to your coursework

B.Normative and Control Factors (On a scale of 1 to 3 where 1=least likely, 2=somehow likely, 3=most likely)

Q6. How likely are the following groups of people in your life to influence you into the use of ICT? (Mark one option per group)

1          2           3

a. Friends/peer

b. Family

c. Teachers/lecturer

Q7. How likely would you as an individual consider yourself to be in the following situations (mark only one option per activity)

1          2           3

a. Too busy to engage in ICT use

b. Have the skills essential to use any form of ICT

c. Have the knowledge to engage in ICT use

d. Afford the cost of using ICT

e. It is rather expensive and time consuming to engage in ICT use.

C. The Desirability Concept (on a scale of 1 to 3 where 1=true, 2=indifferent, 3=untrue)

Q8. How true or untrue are the following statements (mark only one option per statement)

1          2           3

a. ICT makes me feel competent

b. ICT use makes me exhausted

c. ICT use makes me angry

d. ICT use makes me frustrated

e. ICT makes me feel as though am intelligent

D. Paired Intentions, Attitude, Subjectivity and Perceived behavior in that order (On a scale of 1 to 3 where 1=least likely, 2=somehow likely, 3=most likely)

Q9.How likely will each of the following statements happen?                               1          2           3

a. I intend/plan to engage in ICT use.

b. Interacting with ICT is helpful/pleasant

c. People who matter to me think that I should engage in ICT

d. I find it difficult to engage in ICT.

E.Valuing ICT

Q10.How would you rate your engagement with ICT considering your experiences as a K.U student? (On a scale of 1 to 3 where 1=true, 2=indifferent, 3=untrue. Mark only one option per engagement)

1          2           3

a. Engagement with ICT enhances the learning process

b. ICT is essential for good educational results

c. ICT makes the learning process easier

d. ICT is essential in efficiency both at school and work.

F. Do you have any further suggestion(s) on how K.U should support her students in ICTs use and integration? And or/tell us about your personal experiences with ICTs integration as a student of K.U

 

This questionnaire captures the components present in the Theory of Planned Behavior .It has been edited and piloted therefore approved for data collection.

Thank you for participating in this survey.