Investigating Academic Major Differences in perception of Computer Self-efficacy and Intention toward E-learning Adoption in China

TL;DR

This study explores how Chinese high school students in STEM and non-STEM majors differ in their perceptions of computer self-efficacy and their intentions to adopt e-learning, highlighting significant differences between groups.

Contribution

It extends the Technology Acceptance Model by incorporating computer self-efficacy to compare STEM and non-STEM students' e-learning perceptions and behaviors.

Findings

STEM students have higher computer self-efficacy scores.

STEM students perceive e-learning as easier to use.

STEM students show greater behavioral intention to adopt e-learning.

Abstract

Recognizing the underlying relationship between e-learning practice and the institutional environments hosted in, the Chinese educational practice on branching high school students into science, technology, engineering, and mathematics (STEM) and non-STEM academic major groups before being admitted into universities or colleges is examined. By extending the well-established Technology Acceptance Model (TAM) with computer self-efficacy, this study aims to examine the difference in perceptions and behaviours on e-learning adoption from the STEM and non-STEM students. The results revealed that STEM score of computer self-efficacy, perceived ease of use and behavioural intention to use e-learning are all greater than non-STEM.