Doctoral thesis
The overall goal of this research work was to develop and validate an e-Learning
adoption model in Tanzanian secondary schools as literature had not revealed any
comprehensive model that is specifically used in determining the adoption of e-Learning
in Tanzanian secondary schools. The existence of this gap encouraged the carrying out of
this research to empirically test and validate the combination of the Technology
Acceptance Model (TAM), Task Technology Fit (TTF) and Technology Readiness Index
(TRI) as well as other variables including Bilingualism and Support which were refined
from the principles of e-Learning adoption. Therefore, in order to fill the gap, this
research developed a validated model with relevant hypotheses which were tested for
their predictive value. The model was initially applied and tested in teaching and learning
ordinary level mathematics; however, it has broad application in evaluating the overall
impact and effectiveness across a range of learning options.
The key findings of this research confirmed the applicability of the developed model to
explain e-Learning adoption in Tanzanian secondary schools. Furthermore, the research
results showed that perceived usefulness, readiness and support were key determinants of
the actual use of e-Learning, which in turn improved the academic performance of
students. In addition, perceived TTF was found to significantly affect support and
readiness while perceived ease of use and bilingualism were key determinants of
perceived usefulness and readiness respectively. The findings also showed the importance
of the developed e-Learning adoption model in specifying factors that can motivate
students to use e-Learning in Tanzanian secondary schools.