Determinants of ICTs influence on literacy and culture: a case study of secondary schools in Yola, Adamawa state, Nigeria.

Abstract

Integrating technology into the educational sector is progressively influenced by different multicultural settings across the world. Accordingly, this research employed a modified Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate how culture directly affects the acceptance of ICT in education. This study focused on the Hausa-Fulani cultural group in Jimeta-Yola, questionnaires were administered to gather data (quantitative approach) which was analyzed using smart PLS. The gathered data uncovered the presence of cultural barriers amongst the selected sample towards the acceptance of ICT in education. Findings indicated that culture directly affects acceptance of ICT in education within Jimeta-Yola area of Adamawa State. The research concludes by providing recommendations for research and practice.