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This study applied the Theory of Reasoned Action and the Technology Acceptance Model to measure outcomes of general education courses (GECs) under the University of Botswana Computer and Information Skills (CIS) program. An exploratory model was validated for responses from 298 students. The results suggest that resources currently committed to general education courses should continue to be invested, as they affect the perceived benefits, which in turn affect the behavior of students. The study also found that students perceive the various objectives of CIS GECs as being met. These results have implications for course design and resource utilization. (Contains 9 figures, 6 tables, and 2 notes.)

Factors affecting the adoption of various technological innovations have been the subject of interest for researchers for many years. These issues have been studied using models from social psychology such as the Theory of Reasoned Action (TRA), Theory of Planned Behaviour (TPB) and Technology Acceptance Model (TAM). TAM has been successfully used to study the adoption of Internet technology, and variables such as value-added services have been used to extend the model. In this study of 3G use, two variables, namely social influence and price perception, were included in an extended TAM model. The model was validated using data collected from a sample of 66 students at the University of Botswana and analysed using Partial Least Squares (PLS). The results of the analysis did not confirm a direct relationship between social influence and behavioural intention, unlike the results of several other studies, but found that social influence affects the ease of use, which is in line with the findings of others. Perceptions of price were found to influence perceptions of the usefulness of 3G, which impacts on the pricing strategy for operators that launch 3G services in African markets. The implications of this study are that the TAM variables of perceived usefulness and perceived ease of use mediate the effects of social influence and price perceptions on intention. This suggests that in formulating perceptions about new technologies, consumers are influenced by subjective and social norms as well as perceptions of the value of the services for which they pay. [ABSTRACT FROM AUTHOR]

The article reports on the general education courses (GEC) at the University of Botswana in Botswana. The article noted that under the GEC, the university teaches competence in communication skills, IT and information skills literacy, gender, HIV/AIDS, the environment, energy, and globalization issues. The GECs fall under seven theme areas such as communication and study skills; computer and information skills; modes of inquiry and critical thinking; physical education, health, and wellness; science and technology; world civilization; and world economy and business skills.

This study applied the Theory of Reasoned Action and the Technology Acceptance Model to measure outcomes of general education courses under the University of Botswana Computer and Information Skills program. An exploratory model was validated for responses from 298 students. The results have implications for course design and resource utilization. [ABSTRACT FROM AUTHOR]