Information communication technology (ICT) is the buzzword of the 21st century. The letter ‘E’ appears in the words e-commerce, e-government, e-banking and etc. In essence, the said letter reflects the ICT component that is utilized in providing more ‘reach’ in addition to making more effective and efficient commercial transactions, government transactions and financial transactions to name a few. An e-based system will be utilized when there are supportive factors that collectively encourage its use. The perspective of the user is an undeniably important component. Universities being institutions that stimulate learning and research are not immune to the affects of ICT. Examinations inevitably play a role in such an environment as one of the many ways available to assess student learning outcome. Thus this study was conducted in an Iranian university to explore the students’ intention to use an electronic examination system (e-examination system) that was currently in place. Part of the Technology Acceptance Model (TAM) was utilized in a sample size comprising 230 students. It was discovered that students’ intention to use an e-examination system was influenced by computer literacy whereby the said relationship was mediated by perceived usefulness.
Attitude of Students Towards E-Examination System: an Application of E-Learning, Science Journal of Education.
Vol. 4, No. 6,
2016, pp. 222-227.
Abouchedid, K., Eid, G. M. (2004). E-learning challenges in the Arab world: Revelations from a case study profile, Quality Assurance in Education, 12 (1), 15-27.
Allan H. K. Yuen, Will W. K. Ma. (2004). Knowledge sharing and teacher acceptance of web based learning system, ASCILITE Conference (pp. 975-983).
Amin, H., Hamid, M. R. A. (2010). An empirical investigation of the SMS exam result query system model (SERQSM) in Malaysia: The case of University Malaysia Sabah, Sunway Academic Journal, 18 (5).
Badamas, M. A. Students, Computer Proficiencies, Perceptions and Experiences: An Exploratory Study. (2010), ISECON Proceedings, v (27).
Bennett, J. and Briggs, W. L. (2011). Using and Understanding Mathematics: Statistical Reasoning- chapter 5 (4th Edition), Pearson Education.
Beuke, C. J., Freeman, D. G., Wang, S. (2006). Reliability and Validity of the Myers-Briggs Type Indicator® Form M when Translated into Traditional and Simplified Chinese Characters, Psychological Type and Culture, 68, Issue 8, 68-77.
Ceobanu, C., Asandului, L., and Criu, R. (2010). A comparative analysis among Romanian regions on the acceptance of computers and eLearning, Recent Researches in Educational Technologies, 9, (pp. 975-983).
Clough, S. A., Brown, P. D., N. E. Miller, Liljegren, J. C. and Shippert, T. R. (1994). Residual Analysis of Surface Spectral Radiances between Instrument Observations and Line-by-Line Calculations, ARM Science Meeting, 28 (3).
Hsu, M. K., Wang, S. W., and Chiu, K. K. (2007). Influence of attitude, anxiety and self-efficacy toward statistics and technology on statistical package software usage behaviour, Journal of End User Computing, 13 (1), 26-35.
Kumar, N., Rose, R. C., Lawrence, J. (2008). Factors influencing the effective use of technology among Malaysian teachers. (2008). European Journal of Social Science, 6 (4), 227-241.
Winship, J. Council of Australian of university directors of information technology, ANU internal report. (2000). 7 (5).
Petrogiannis, K. (2010). The relationship between perceived preparedness for computer use and other psychological constructs among kindergarten teachers with and without computer experience in Greece, Journal of Information Technology Impact, 10(2), 99-110.
Park, S. Y. (2009). An Analysis of the Technology Acceptance Model in Understanding University Students’ Behavioural Intention to Use e-Learning, Educational Technology & Society, 12 (3), 150–162.
Teo, T., Luan, W. S., and Sing, C. C. (2008). A cross-cultural examination of the intention to use technology between Singaporean and Malaysian pre-service teachers: an application of the Technology Acceptance Model (TAM), Educational Technology & Society, 11 (4), 265–280.
Teo, T., Lee, C. B., Chai, C. S., Choy, D. Modelling pre-service teachers’ perceived usefulness of an ICT-based student-centred learning (SCL) curriculum: a Singapore study. (2009). Asia Pacific Educ. Rev, 10,535–545.
Vajargah, K. F., Jahani, S., & Azadmanesh, N. (2010). Application of ICTs in teaching and learning at university level: The case of Shahid Beheshti University, The Turkish. Online Journal of Educational Technology, 9 (2).
Zare-ee, A. University teachers views on the use of ICT in teaching and research. (2011). the Turkish Online. Journal of Educational Technology, 10 (3).
Mogey, N., & Fluck, A. (2014). Factors influencing student preference when comparing handwriting and typing for essay style examinations. British Journal of Educational Technology.
Kishore, K., & Sequeira, A. H. (2014). An Empirical Observation of Age Factor’s Moderating Role on Mobile Banking Adoption in Rural Karnataka. International Journal Of Marketing, Financial Services & Management Research, ISSN, 2277-3622.
Claar, C., Dias, L. P., & Shields, R. (2014). STUDENT ACCEPTENCE OF LEARNING MANAGEMENT SYSTEMS: A STUDY ON DEMOGRAPHICS. Issues in Information Systems, 15 (1).
Bindhu, A., & Manohar, H. L. (2015). DIMENSIONS OF E-LEARNING EFFECTIVENESS-A THEORETICAL PERSPECTIVE. International Journal of Economic Research, 12 (2).
Al-Qeisi, K., Dennis, C., Alamanos, E., & Jayawardhena, C. (2014). Website design quality and usage behavior: Unified Theory of Acceptance and Use of Technology. Journal of Business Research, 67 (11), 2282-2290.