AUTHOR(S)
JOSEPH KIZITO BADA, BRENDA AMAH DOPIA
ABSTRACT
The aim of this study was to investigate online teaching and learning using
Moodle for teaching Software Engineering in the second-year Business Computing
undergraduate class at Makerere University Business School (MUBS). The study was
done during the COVID-19 pandemic when most lectures were conducted online
with few face-to-face sessions. The Technology Acceptance Model (TAM) and the
theory of reasoned action (TRA) theoretical frameworks were used to direct the
research. A questionnaire was designed and administered to a group of 145 students
selected as a sample from a class 180 students. The data collected was analysed
to determine correlations between latent variables and variances of dependable
variables explained by independent variables. The correlation between the intention
to use and the actual use of the system was high (r = 0.555). This implies that students’
acceptance of online teaching and learning was high. The results indicate that system
accessibility and self-efficacy explain 27% of the variance in the perceived ease of use
(adjusted R square = 0.27). The regression model was significant (sig. < 0.05). The
results also indicate that perceived usefulness and perceived ease of use explain 41.9%
of the variance in intention to use (adjusted R square = 0.419). This regression model
was significant (sig. < 0.05). MUBS successfully implemented e-learning platform
(MUBSEP) for emergency teaching during the COVID-19 pandemic lockdown. The
teaching staff and the students used online educational tools for live classes and
end-of-semester assessments. The use blended learning approach post COVID-19
pandemic is recommended for higher education.
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