The Mediating Role of Individual Performance in the Interplay between ICTE Appropriation and Educational performance
Keywords:
The use of ICT in Education, appropriation of ICT in Education, educational performance, university students, Moroccan context
Abstract
Over the past two decades, higher educational institutions have invested heavily in information and communication technologies (ICT). Since the advent of the Internet, ICTs have significantly impacted university organization, teaching, and learning methods. A key research question concerns the impact of students' appropriation of ICTs on educational performance. Scholars have explored this question both theoretically and empirically but faced two main constraints. First, it is challenging to observe students' ICT appropriation due to unclear definitions. Second, the evolving nature of ICTs makes isolating their effects difficult. This study aims to explore the contribution of students' ICT appropriation to educational performance in universities and to define the role of Individual Performance in the relationship between ICT appropriation and educational outcomes. Based on a quantitative survey of students from public universities in the Casablanca-Settat region, the study used the structural equation method (SEM) with SMART PLS 4.0 software. Data from 185 students revealed a direct correlation between ICT adoption and educational performance, with individual performance acting as an intermediary. The findings indicate that ICT profoundly influences the learning process in higher education. Future research should focus on the individual performance of Moroccan university students and its impact on their educational outcomes.
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References
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26. Ringle, C. M., Sarstedt, M., and Straub, D. W. (2012). Editor's comments: a critical look at the use of PLS-SEM in" MIS Quarterly". MIS quarterly, 36 (1), 3-15. https://www.jstor.org/stable/41410402
27. Roux A. (2007). De l’usage à la pratique : les processus d’appropriation. Emprunts à la théorie de la structuration et empreinte du chercheur. Revue scientifique francophone en Communication organisationnelle, 34, 124-139. https://doi.org/10.4000/communicationorganisation.168
28. Sigmen M. (2006). La performance dans l'enseignement supérieur : Vers une redéfinition de l'avantage concurrentiel – Mémoire pour l’obtention du grade de Maîtrise. HEC Montréal
29. Vithal, K.S.R. (2013). The relationship between academic performance and publication productivity of agricultural faculty members. Pearl A Journal of Library and Information Science, 7 (4), 237-242. DOI: 10.5958/j.0975-6922.7.4.033
2. Adaeze, O.C. (2019). Performance management and employee productivity: A study of selected firms in Anambra State. IOSR Journal of Business and Management, 21(3), 39-51. https://dx.doi.org/10.9790/487X-2103023951
3. Agonhossou D.K. and Godonou C.K. (2011). Implication organisationnelle et performance au travail chez les infirmières et infirmiers diplômés d'état au Bénin. Management Prospective Ed. Management & Avenir, 10 (50), 105-121. https://www.cairn.info/revue-management-et-avenir-2011-10-page-105.htm?ref=doi
4. Arapi E. (2017). Implication des parents et des enseignants : quel lien avec la réussite scolaire des élèves du primaire ?. Thèse de doctorat, Québec, Université Laval, École de psychologie. https://familia.ucs.inrs.ca/notice/?ID=20285
5. Barragán Giraldo, D.F. and Amador Báquiro, J.C. (2020). Appropriation of ICT in the educational field: approach to public policy in Colombia years 2000-2019. Digital Education Review, 37: 109-129. https://doi.org/10.1344/der.2020.37.109-129
6. Becker H.J. (2000). How exemplary computer-using teachers differ from other teachers: Implications for realizing the potential of computers in schools. Contemporary Issues in Technology and Teacher Education [Online serial], 1 (2), 274-293. https://doi.org/10.1080/08886504.1994.10782093
7. Ben Youssef A. and Dahmani M. (2010). The impact of ICT’s on students’ performance in Higher Education: Direct effects, indirect effects and organizational change. RUSC, Universities and Knowledge Society Journal, pp. 1-19. http://dx.doi.org/10.7238/rusc.v5i1.321
8. Bodin R. and Millet M. (2011). L’université, un espace de régulation. L’’’abandon” dans les 1ers cycles à l’aune de la socialisation universitaire. Sociologie, 2 (3), 225-242. https://www.cairn.info/revue-sociologie-2011-3-page-225.htm
9. Borman, W. C., and Motowidlo, S. J. (1997). Task performance and contextual performance: The meaning for personnel selection research. Human Performance, 10 (2), 99–109. https://doi.org/10.1207/s15327043hup1002_3
10. Boufarouj, C. et Mdarbi, S. (2022). Appropriation des TICE et performance éducative des enseignants du supérieur : Cas des universités publiques de la région Casablanca - Settat. Revue de Management et Cultures, 7, 366-381. https://doi.org/10.48430/IMIST.PRSM/remac-n7.34245
11. Chin, W.W. 1998. “The partial least squares approach to structural equation modeling.” Advances in Hospitality and Leisure 8 (2): 295-335. https://www.researchgate.net/publication/311766005
12. Fernandes, V. 2012. “En quoi l'approche PLS est-elle une méthode a (re)-découvrir pour les chercheurs en management ?” M@n@gement 15 (1): 102-123. https://www.cairn.info/revue-management-2012-1-page-102.htm
13. Gliem, J. A. and Gliem, R. R. 2003. “Calculating, interpreting, and reporting Cronbach’s alpha reliability coefficient for Likert-type scales.” Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education management 15 (1): 82-88. https://www.researchgate.net/publication/31591315_Calculating_Interpreting And_Reporting_Cronbach's_Alpha_Reliability_Coefficient_For_Likert-Type_Scales
14. Fornell, C. and Larcker, D. F. 1981. “Evaluating structural equation models with unobservable variables and measurement error.” Journal of marketing research 18 (1): https://doi.org/10.2307/3151312
15. Gefen, D., Rigdon, E. E., and Straub, D. (2011). Editor's comments: an update and extension to SEM guidelines for administrative and social science research. MIS quarterly, 35 (2), 3-14. https://doi.org/10.2307/23044042
16. Joseph, N.C. and Chined, O.U. (2022). Employee productivity and organizational performance: Evidence from pharmaceutical firms in Nigeria. International Journal of Trend in Scientific Research and Development, 6 (4) 108-116. https://www.researchgate.net/publication/360413048_Employee_Productivity_and_Organizational_Performance_Evidence_from_Pharmaceutical_Firms_in_Nigeria_of_the_Creative_Commons_Attribution_License_CC_BY_40
17. Karadağ, N. (2018). Views of instructors about academic productivity. International Journal of Progressive Education, 14 (4), 1-14. https://doi.org/10.29329/ijpe.2018.154.1
18. Eun-Jung Ko, A-Hyun Kim and Sang-Soo Kim. (2021). Toward the understanding of the appropriation of ICT-based Smart-work and its impact on performance in organizations. Technological Forecasting & Social Change, 171, 1-12. https://doi.org/10.1016/j.techfore.2021.120994
19. Linda Koopmans, Claire M. Bernaards, Vincent H. Hildebrandt, Wilmar B. Schaufeli, Henrica C.W. de Vet and Allard J. van der Beek. Conceptual frameworks of individual work performance – a systematic review. Journal of Occupational and Environmental Medicine, 53 (8), 856-866. https://www.jstor.org/stable/45009870
20. Paivandi S. (2018). Performance universitaire, apprentissage et temporalité des étudiants. Revue française de pédagogie, 202, 99-116. https://doi.org/10.4000/rfp.7546
21. Peggy A. Ertmer, Anne Ottenbreit-Leftwich, and Cindy S. York. (2006). Exemplary technology-using teachers : Perceptions of factors influencing success. ISTE, 23 (2), 55-61. https://files.eric.ed.gov/fulltext/EJ876918.pdf
22. Perrenoud P. (2002). Les cycles d’apprentissage : Une autre organisation du travail pour combattre l'échec scolaire. Presses de l'Université du Québec. ISBN : 9782760512085. https://doi.org/10.2307/j.ctv18ph5sx
23. Pierson M.E. (2001). Pratique d'intégration technologique en fonction de l'expertise pédagogique. Journal de recherche sur l'informatique dans l'éducation, 33 (4), 413–430. https://doi.org/10.1080/08886504.2001.10782325
24. Raby C. (2004). Analyse du cheminement qui a mené des enseignants du primaire à développer une utilisation exemplaire des technologies de l’information et de la communication en classe. Education. Université de Montréal, 1-459, https://theses.hal.science/edutice-00000750
25. Raby, C., Boegner-Pagé, S., Charron, A., Gagnon, B. and Bouchard, A.-P. (2013). Le développement de la compétence professionnelle des enseignants du préscolaire et du primaire à intégrer les TIC en classe : impact d’une recherche-action. Formation et profession, 21 (2), 19-33. http://dx.doi.org/10.18162/fp.2013.2
26. Ringle, C. M., Sarstedt, M., and Straub, D. W. (2012). Editor's comments: a critical look at the use of PLS-SEM in" MIS Quarterly". MIS quarterly, 36 (1), 3-15. https://www.jstor.org/stable/41410402
27. Roux A. (2007). De l’usage à la pratique : les processus d’appropriation. Emprunts à la théorie de la structuration et empreinte du chercheur. Revue scientifique francophone en Communication organisationnelle, 34, 124-139. https://doi.org/10.4000/communicationorganisation.168
28. Sigmen M. (2006). La performance dans l'enseignement supérieur : Vers une redéfinition de l'avantage concurrentiel – Mémoire pour l’obtention du grade de Maîtrise. HEC Montréal
29. Vithal, K.S.R. (2013). The relationship between academic performance and publication productivity of agricultural faculty members. Pearl A Journal of Library and Information Science, 7 (4), 237-242. DOI: 10.5958/j.0975-6922.7.4.033
Published
2024-08-14
How to Cite
Mdarbi, S., Simour, L., Boufarouj, C., Belkebir, Z., Stili, K., & Ennadi, M. (2024). The Mediating Role of Individual Performance in the Interplay between ICTE Appropriation and Educational performance. European Scientific Journal, ESJ, 32, 264. Retrieved from https://eujournal.org/index.php/esj/article/view/18447
Section
ESI Preprints
Copyright (c) 2024 Said Mdarbi, Lhoussain Simour, Chaimae Boufarouj, Zineb Belkebir, Khadija Stili, Mouad Ennadi
This work is licensed under a Creative Commons Attribution 4.0 International License.
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