Factors Influencing the Use of Web-Based Learning in Accounting Education in the Capricorn District of Limpopo Province, South Africa

Tesfanesh Kassa Debusho, Patricia Namayammu Mokgosi, Margaret Kholiwe Ntsana

Abstract


This study aimed to identify factors influencing the use of web-based learning (WBL) in teaching the Accounting curriculum in secondary schools of Capricorn District, Limpopo Province, South Africa. Using a mixed methods design, questionnaires collected quantitative data, while qualitative data was collected through interviews with ten purposively selected teachers. This broad study reports on the qualitative findings. The technology acceptance model (TAM) and the theory of reasoned action (TRA) underpinned the study. The results revealed that factors such as perceived usefulness, ease of use, subjective norms, attitudes towards computer use, and confidence played an important role in the adoption of this learning method. The teachers showed high interest in WBL, which can help them complete the curriculum effectively. These findings confirm the potential for the successful implementation of WBL in Accounting education in this context.

https://doi.org/10.26803/ijlter.24.1.30


Keywords


accounting; implementation; technology acceptance model; theory of reasoned action; web-based learning

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References


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