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Figure 4-6: Courses where CBA was done

4.6.7 Constructs used in the study

The respondents were asked questions relating to the six constructs (adopted from the conceptual model) used in this study – Computer Self-Efficacy, Perceived Ease-of-Use, Perceived Usefulness, Perceived Playfulness, Facilitating Conditions and Behavioural Intention to use. On a Likert scale of “Strongly Agree” (coded as 5) to “Strongly Disagree” (coded as 1), the responses to each construct’s questions are shown as follows (as also shown in Appendix G);

4.6.7.1 Computer Self-Efficacy

The analysis of the responses indicated that a larger percentage of the respondents (75.7%) can complete a computer task on their own without requiring the assistance of anyone while only a small percentage of the respondents (8%) require the assistance of someone in order to complete a computer task (See Appendix G). Similarly, a majority of the respondents (91.4%) indicated that they can navigate through the Internet on their own (without anyone’s assistance) while a small percentage of the respondents (4.6%) indicated that they need someone’s assistance. Furthermore, a majority of the respondents (78.6%) indicated that they can complete a CBA task on their own while a small percentage of respondents (8.3%) indicated that they require someone’s assistance in order to complete a CBA task.

22 16.9 9.4 38 13.7 0 5 10 15 20 25 30 35 40 Computer Science Information Systems & Technology

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4.6.7.2 Perceived Ease-of-Use

Most of the respondents (66.6%) indicated that they find it easy to read questions that are presented in CBA while 8.9% indicated that they do not find it easy to read questions that are presented in CBA (See Appendix G). A majority of the respondents (80.3%) indicated that they find it easy to select their answers when undertaking CBA while a small percentage (4.8%) indicated that they do not find it easy to select their answers when undertaking CBA (See Appendix G). Most of the respondents (85.5%) indicated that they find it easy to navigate through the pages in CBA while only 3.7% indicated that they do not find it easy to navigate through the pages in CBA (See Appendix G). Also, a majority of the respondents (67.2%) indicated that they find it easy to correct their mistakes when undertaking CBA while 14.5% indicated that they do not find it easy to correct their mistakes when undertaking CBA (See Appendix G). Furthermore, most of the respondents (73.7%) indicated that the CBA interface is easy to use and user-friendly while only 5.8% disagreed with this notion (See Appendix G). The analysis of the responses indicated that most of the respondents (72.6%) find it easy to undertake CBA while only a few percentage of the respondents (5.4%) do not find it easy to undertake CBA (See Figure 4-7).

Figure 4-7: Perceived Ease-of-Use (Question 6)

4.6.7.3 Perceived Usefulness

Most of the respondents (58%) indicated that they spend less time selecting their answers when doing CBA while few of the respondents (15.4%) indicated that they do not spend less

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time selecting answers when doing CBA. Similarly, a majority of the respondents (56%) indicated that they spend less time in changing their choice of answers when doing CBA while a small percentage (15.7%) indicated that they do not spend less time in changing their choice of answers when doing CBA. Furthermore, a majority of the respondents (61.4%) indicated that they save more time in completing assessments when doing CBA while a small percentage of respondents (12.6%) indicated that they do not save more time in completing assessments when doing CBA. In addition, more respondents indicated that their performance and results in assessments have been enhanced through the use of CBA while a lesser percentage of respondents indicated otherwise (See Appendix G).

4.6.7.4 Perceived Playfulness

The analysis of the responses showed that a majority of respondents (42.8%) are always eager to undertake CBA while only a small percentage of the respondents (18%) are not always eager to undertake CBA. Also, most of the respondents (64.3%) indicated that they are satisfied with their interaction with the CBA while a small percentage (6.5%) indicated that they are not satisfied with their interaction with it. Furthermore, most of the respondents (53.4%) indicated that they enjoy taking CBA while only a few respondents (12%) indicated that they do not enjoy taking CBA.

4.6.7.5 Facilitating Conditions

Most of the respondents (91.1%) indicated that the university provides the necessary resources (such as mouse, keyboard, Internet, etc.) that they need when undertaking CBA. However, a small percentage of the respondents (4.6%) indicated that the university does not provide these resources. Also, most of the respondents (56%) indicated that, while undertaking CBA, a staff member is always available to provide them with the necessary support they might need. A majority of the respondents (58.6%) indicated that there is a menu on the system that provides them with help when undertaking CBA while a small percentage of the respondents (15.1%) disagreed with this notion. Furthermore, most of the respondents (46%) indicated that, without administrative support, they can easily undertake CBA while a small percentage (28%) indicated that, without administrative support, they would have a hard time undertaking a CBA. Also, most of the respondents indicated that there are no trainings/tutorials on how to undertake a CBA prior to taking the actual CBA.

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4.6.7.6 Behavioural Intention to Use

From the responses obtained, most of the respondents (53.7%) indicated that they would like to undertake CBA more frequently while only a few respondents (16.6%) indicated that they would not like to undertake CBA more frequently. Similarly, a majority of the respondents (56.8%) indicated that they intend to undertake CBA in the future, if made optional while only a small percentage of the respondents (17.7%) indicated that they do not intend to undertake CBA in the future.

Figure 4-8: Behavioural Intention to Use (Question 2)