A STUDY OF THE CORRELATION BETWEEN FACTORS OF TECHNOLOGY ACCEPTANCE MODEL 3 AND ACTIVE LEARNING ACCEPTANCE OF UNDERGRADUATED HEALTH SCIENCES STUDENTS

Abstract

The current quantitative research was aimed to; 1) study the perception of active learning of health sciences students in preclinical curriculum 2) examine the correlation among individual factors and active learning acceptance of health sciences students in preclinical curriculum and 3) explore the correlation of all the factors affecting active learning of health sciences students in preclinical curriculum.
      The research samples consisted of 311 students studying in 2^nd and 3^rd year of Health Sciences Program. The variables were 15 factors of Technology Acceptance Model    (TAM 3) including 1) perceived usefulness, 2) perceived ease of use, 3) subjective norm, 4) image, 5) job relevance, 6) output quality, 7) result demonstrability, 8) self-efficacy, 9) perception of external control, 10) anxiety, 11) playfulness, 12) perceived enjoyment, 13) objective usability, 14) experience and 15) voluntariness. The questionnaire employed in the research was assessed its validity and reliability at 0.83 based on Cronbach’s alpha. The statistical analysis was descriptive statistic (Mean, Standard deviation) and Pearson’s product-moment (r).
     The results were summarized as follows: 1) The students’ acceptance on active learning was in a medium level ( = 3.73, S.D. = 0.74). The highest mean score of perception were ‘job relevant’ ( = 4.25, S.D. = 0.67). 2) Almost of all factors showed the significantly positive correlation with the acceptance of active learning (p< 0.001). However, ‘experience’ item did not show the statistical significance with positive correlation with the acceptance of active learning (r = 0.04). The only factor showing the negative correlation with the acceptance of active learning was ‘anxiety’ (r = -0.16). The factors showing the highest correlation with the acceptance of active learning were ‘perceived ease of use’ (r = 0.92) and ‘perceived usefulness’ (r = 0.83). 3) The correlation of the highest-value factors was ‘playfulness’ and ‘perceived enjoyment’ (r = 0.77).