1. ASSESSING THE ADOPTION OF
SMARTPHONE FOR ACADEMIC
PURPOSE BY BUSINESS STUDENTS
IN GOMBE, NIGERIA; USING
TECHNOLOGY ACCEPTANCE
MODEL (TAM)
BY
AHMAD ALIYU PALLADAN

2. Introduction
Smartphone refers to a mobile device that is
more sophisticated than ordinary phones.
The fundamental features of a smartphone is
its ability to browse the internet and access
digital media such as picture, music and
videos (Lee et al. 2013);

3. Introduction (Cont)
Smartphone refers to a mobile device that is
more sophisticated than ordinary phones.
The fundamental features of a Smartphone is its
ability to browse the internet and access digital
media (Lee et al. 2013);
 Its capability to make use of computer programs
referred to applications or apps (Naravane, 2015).

4. Smartphone Users In Nigeria
Nigeria is said to have 23.1 million users of
smartphone as at last year 2015 (Ipulse,
2016), and more than 90 million owners of
mobile phones (NCC, 2015)
Majority of smartphone owners in Nigeria are
youths

5.  Problem Statement
Smartphones empowers our access to
information and communication. It also serves
to many as a tool for assessing online services
in the sphere of education as well as provision
of information.
Smartphone can aid academic activities as
they possess a lot of applications that
lecturers and students can use in their
academic activities (Mtega et al. 2012).

6. Problem Statement (Cont)
Smartphones as aspect of m-learning or e-
learning have the potential of enhancing
students learning processes, because the devices
are cheap compared to other ICTs that can be
employed for teaching and learning activities
(Mtega et al. 2012).
Smartphones learning applications, opined Huang
et al, (2010), can assist students not only on
learning contents conveniently but on also
interact with others collaboratively in all
situations.

7. Problem Statement (Cont)
Despite to the fact that several studies have
studied the relation between mobile phone
and students academic activities in Nigerian
tertiary institutions, only few were conducted
since the emergence of the smartphone.
Before the introduction of smartphones
ordinary mobile phones may not have been an
integral part of students’ lives (White, et al.,
2012)

8. Research Questions
Based on the above discussion on the research
problem, the following questions are
formulated:
 Does perceive ease of use of smartphone affects
Business students intention to use the device for
academic purpose??
 Does perceive usefulness of smartphone influence
Business students intention to adopt smartphone for
academic purpose?

9. Research Questions (Cont)
 What is the behaviour of business students in
relation to their intention to toward using
smartphone for academic purpose?

10. Research Objectives
The main objective of the research is to assess the
adoption of Smartphone by BusinessEducation
students in Nigeria tertiary institutions for academic
purpose. The specific objectives are:
 To investigate whether perceive ease of use of smartphone affect
business students intention to use the device for academicpurpose.
 To examine if perceive usefulnessof smartphone influence business
students intention to use smartphone for academic purpose.

11. Research Objectives (Cont)
 To assess whether perceive behaviour of smartphone use affect
business students intention to adopt smartphone for academic
purpose.

12. Conceptual Framework
The Technology Acceptance Model (TAM) was adopted to
guidethestudy because:
 TAM is the most powerful model for testing information
system (Yang and Lin, 2010)
 TAM helps to answer why a potential user of particular
technologyaccept it and useit (Alrafi , 2005)
TAM was proposed by Davis in 1989

13. Components of TAM
Perceive Usefulness (PU)
Perceive Ease of Use (PEU)
Behaviour Toward Use (PBU)
Behavioural Intention to Use (PIU)

14. The Research Model (Modified TAM)
IVs DV
PERCEIVE
EASE OF
USE
PERCEIVE
USEFULNE
SS
PERCEIVE
BEHAVIOU
R
INTENTIO
N TO USE

15. Underpinning Theory
The research will be underpinned using the factors
postulated by Devies (1989):These are:
PU: Refers to the user’s belief that the
technology will enhance their performance (Lee
& Lee, 2008; Venkatesh & Davis, 2000)
PEU: Connotes how easy the user perceives the
new technology to be (Park, 2009; Venkatesh &
Davis, 2000)
PBU: Emanate from the behavioural intention of
whether to use or not use the technology (Nov &
Ye, 2008).
PIU: This refers to actual use

16. Underpinning Theory (Cont)
 The three aspects in TAM were considered in
this study with the belief that they might
influence the acceptance of smartphone
usage for academic purpose by Business
students in the targeted institutions.

17. Population of the Study and Sample
Size
The population of this study comprise of the
entire undergraduate Business Education
students in Federal College of Education
(Tech) Gombe, Federal University Kashere and
Gombe Sate University Gombe. The
population is estimated at 400 students.
This research adopt Saunders et al. (2009)
sampling procure to determine the sample
size. The sample of 400 from the table is 196.

18. Measures for the Study
The measures for this study were adapted
from Bogart & Wichadee, (2015) .
The four variables (PU,PEU,PBU & PIU)
measured using 26 items.
The four variables were assess using a
six-point Likert scale ranging from
1=Strongly Disagree to 6=Strongly Agree.
The original measures have instrument
cronbach alpha validity of 0.92.

19. Method of Data Analysis
Combinations of both descriptive and inferential
statistics were used.
 The PLS SEM approach was employed for the
analysis.
 PLS SEM technique is referred to as the second
generation structural equation modelling (Wold,
1982).
 The technique works well with structural
equation models that contain latent variables and
a series of cause-and-effect relationships
(Gustafsson & Johnson, 2004).

20. Response Rate
Questionnaire Distributed and Decisions
Items Frequency Percentage %
Distributed Questionnaires 196 100%
Returned Questionnaires 178 91%
Rejected Questionnaires 6 3%
Retained Questionnaires 172 88%

21. Questionnaires (Cont)
A total of 172 respondents represent the sample for this study which gave an
effective response rate of 88%. The rate It deem sufficient because:
1) Sekaran (2003) argued that response rate of 30% is acceptable for
surveys.
2) A sample size should be between 5 and 10 times the number of study
variables (Bartlett, Kotrlik, & Higgins, 2001; Hair etal., 2010)
3) 88% response rate fallsabove the range of common response rate of
40-50% in social sciencestudy in Nigeria (Linus, 2001).

22. Descriptive Statistics
Gender
Frequency Percent Valid Percent Cumulative Percent
Valid Males 109 63.4 63.4 63.4
Females 63 36.6 36.6 100.0
Total 172 100.0 100.0
Age of Respondents
Frequency Percent Valid Percent Cumulative Percent
Valid 16-30 32 18.6 18.6 18.6
21-25 38 22.1 22.1 40.7
26-30 43 25.0 25.0 65.7
31- Above 59 34.3 34.3 100.0
Total 172 100.0 100.0
Smartphone Ownership
Frequency Percent Valid Percent Cumulative Percent
Valid Yes 151 87.8 87.8 87.8
No 21 12.2 12.2 100.0
Total 172 100.0 100.0

23. Factor Analysis (Cross Loadings)
Note: The bold and highlighted items identify the items that belong to the column’s construct
Items
Behaviour Toward
Smartphone use
Ease of Use of
Smartphone
Intention to Use
Smartphone
Usefulness of Smartphone
for Academic purpose
PBU1 .880 .649 .620 .714
PBU2 .876 .629 .604 .653
PBU3 .865 .562 .575 .614
PBU4 .886 .573 .563 .663
PEU1 .597 .838 .443 .601
PEU2 .482 .766 .428 .503
PEU3 .368 .643 .336 .409
PEU4 .481 .771 .353 .505
PEU5 .381 .670 .393 .509
PEU6 .640 .747 .383 .609
PEU7 .583 .755 .443 .588
PEU8 .630 .850 .454 .601
PEU9 .464 .706 .392 .556
PIU1 .596 .495 .889 .526
PIU2 .600 .470 .885 .552
PIU3 .573 .449 .849 .539
PUA1 .496 .577 .455 .754
PUA2 .688 .576 .517 .791
PUA3 .389 .380 .268 .582
PUA4 .494 .472 .393 .723
PUA5 .508 .527 .421 .667
PUA6 .269 .388 .322 .512
PUA7 .663 .571 .516 .817
PUA8 .653 .575 .524 .784

24. Items Loadings , AVE and Reliabilities
Items Loadings AVE
Composite
Reliability
Cronbachs
Alpha
Behaviour Toward Smartphone use PBU1 .880 .768 .930 .900
PBU2 .876
PBU3 .865
PBU4 .886
Ease of Use of Smartphone PEU1 .838 .566 .921 .903
PEU2 .766
PEU3 .643
PEU4 .771
PEU5 .670
PEU6 .747
PEU7 .755
PEU8 .850
PEU9 .706
Intention to Use Smartphone PIU1 .889 .765 .907 .846
PIU2 .885
PIU3 .849
Usefulness of Smartphone for Academic purpose PUA1 .754 .506 .889 .857
PUA2 .791
PUA3 .582
PUA4 .723
PUA5 .667
PUA6 .512
PUA7 .817
PUA8 .784

25. Latent Variable Correlation
Latent variable correlation
Variables 1 2 3 4
1. Behaviour Toward Smartphone use .877
2. Ease of Use of Smartphone .690 .752
3. Intention to Use Smartphone .675 .539 .875
4. Usefulness of Smartphone for
Academic purpose .755 .725 .616 .711
Note: Bold figures are the square roots
of AVE

26. Structural Model

27. Hypothesis Testing
Perceive Behaviour toward Use(PBU) is positively related to
Perceive Intention to Use (PIU) smartphone for academic
purpose.
Perceive Usefulness of Smartphone (PU) is positively related to
perceive Intention to Use Smartphones (PIU) for academic
purpose.
Perceive Ease of Use (PEU) is positively related to Perceive
Intention to Use Smartphone (PIU) for academic purpose.

28. Hypothesis Testing (Cont)
Hypothesis Relationship
beta
value
Std
Error t value p value Decision
H1
Behaviour Toward
Smartphone use ->
Intention to Use
Smartphone .468 .100 4.705 .000 Supported
H2
Ease of Use of
Smartphone ->
Intention to Use
Smartphone .054 .089 .610 .271
Not
supported
H3
Usefulness of
Smartphone for
Academic purpose -
> Intention to Use
Smartphone .223 .110 2.027 .022 Supported

29. Findings
 PBU of smartphone use is found to have a
positive relationship with PIU. This is consistence
with TAM; on e- learning by Huang & Liaw,
(2005); on e-portfolio by Ng et al., (2013) and on
Line App by Van et al., (2015).
 But surprisingly, the research found no
significant relationship between PEU and PIU
smartphone for academic purpose. This is
consistence with Park (2009) and Van et al.,
(2015).

30. Findings (Cont)
 Another discovery is the relationships
between PU of smartphone and PIU
smartphone for academic purpose. This is
also consistence with TAM; Liu et al., (2005)
and Sek et al., (2010) .

31. Conclusion
The result of the research suggests that some
TAM constructs had a direct effect on Business
students intention to use smartphone for their
academic activities. Hence there is potential
practical application in the improvement and
management of smartphone in tertiary
institutions.

32. Recommendations
 Lecturers should make an effort in boosting Business students’
smartphone usage self-efficacy.
 Secondly, PBU and PU of smartphone have been found to be
the important constructs that affects PIU of smartphone for
academic purpose. Therefore, lecturers should put more
emphasis on smartphone usage for academic purpose by
introducing to their students variety apps that will assist the
students in benefiting from the huge advantage that
smartphone possess in aiding learning abilities

33. Recommendations (cont)
 Lastly, if there may be other constructs that
could be included in the theoretical
framework and extending the study on
smartphone adoption for academic purpose
that is also strongly recommended.

34. ALHAMDULILLAH!
THANK YOU FOR LISTENING!!!