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The Impact of Examination Software on Student Attitudes and Examination Performance

The Impact of Examination Software on Student Attitudes and Examination Performance
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Author(s): Lori Baker-Eveleth (University of Idaho, USA), Daniel M. Eveleth (University of Idaho, USA), Michele O’Neill (University of Idaho, USA) and Robert W. Stone (University of Idaho, USA)
Copyright: 2010
Pages: 11
Source title: ICTs for Modern Educational and Instructional Advancement: New Approaches to Teaching
Source Author(s)/Editor(s): Lawrence A. Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-60566-936-6.ch014

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Abstract

The impact of examination software on student attitudes was investigated. The Technology Acceptance Model (TAM) provides the theoretical foundations for studying the completion of examination on student laptop computers. The model applies TAM to link both faculty and technical support for the examination software to student attitudes towards the software, while it is mediated by the perceived usefulness and ease of use of the software. The model is empirically tested using questionnaire responses from 107 students enrolled in sections of a business core course using the examination software. The statistical technique used is structural equations modeling. Empirical results show that perceived usefulness and ease of use of the software have direct, meaningful impacts on developing positive attitudes toward the software. Furthermore, faculty support and ease of system use impact student attitudes in a meaningful fashion indirectly through perceived usefulness. These empirical results are discussed and implications for instructors are offered.

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