Polytechnic Students’ Perceived Satisfaction of Using Technology in the Learning Process

Abstract

Over the decade, technology has undoubtedly entered all areas of human affairs. Specifically, it becomes ubiquitous in the education system. Its integration into tertiary education has contributed significantly to the improvement of teaching and learning experience. However, despite significant progress in the integration and optimal use of these tools by tertiary education stakeholders, there are still grey areas that requires further calibration and understanding to get the maximum benefit of the technology. One such area is the polytechnic students’ perceived satisfaction of using technology in their study. This study proposes a structural model that explains polytechnic students’ perceived satisfaction and investigates the relationships among the factors that affect polytechnic students’ perceived satisfaction in the use of technology in their learning process. Moreover, the influence of some demographics data (gender, age, district, level of the academic year, living place, study time using technology and type of internet connection) on the factors that affect students’ perceived satisfaction require to be scrutinized carefully. Therefore, this study attempts to address this gap by designing a quantitative survey research method in the context of Polytechnique institutes of Bangladesh. An online survey was conducted and a total of 847 polytechnic students from 16 polytechnic institutes in Bangladesh effectively participated in this study. Data collected from the students were analysed using Structural Equation Modelling (SEM) and independent multivariate analysis of variance (MANOVA). The results revealed that social interaction, attitude and self-efficacy have a significant impact on perceived satisfaction; social interaction has a positive effect on attitude; attitude has a positive effect on self- efficacy; perceived usefulness, perceived ease of use, and anxiety have non significant effect on attitude. Furthermore, the study finds that gender, living place, study time and type of internet connection have a significant effect on both social interaction and polytechnic students’ perceived satisfaction of using technology in their learning, while attitude and self-efficacy are influenced only by study time and type of internet connection. Finally, implications for theory and practice are discussed, limitations are highlighted, and the future research directions are suggested