A Hybrid Unified Theory of Acceptance and Use of Technology–IS Success Model for Assessing E-Learning Effectiveness Among Teachers in Northern Nigeria

Abstract

The quick uptake of e-learning in educational institutions hasn't always resulted in successful outcomes, especially in poor nations where institutional, behavioural, and technological issues still exist. By combining the Information Systems (IS) Success Model with the Unified Theory of Acceptance and Use of Technology (UTAUT), this study investigates the factors that influence teachers' e-learning efficacy. A structured survey was given to secondary school teachers (N=358) using a basic random sample technique as part of a quantitative research design. The responders are first-time users who have a rudimentary understanding of e-learning platforms. To test the suggested theories, data were examined using Partial Least Squares Structural Equation Modelling (PLS-SEM).

The findings demonstrate that performance expectancy, effort expectancy, social influence, and facilitating environments greatly influence behavioural intention. Behavioural intention influences user happiness and is a powerful predictor of system use. Furthermore, user happiness is greatly impacted by system quality, information quality, and service quality, and system utilisation increases satisfaction even more. The greatest predictor of net gains was found to be user satisfaction, underscoring its crucial role in attaining e-learning success. The model exhibits significant predictive relevance and moderate to substantial explanatory power. By testing an integrated model, this study advances theory and offers useful advice for enhancing the adoption of e-learning in poor nations.