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Modelling pre-service teachers’ perceived usefulness of an ICT-based student-centred learning (SCL) curriculum: a Singapore study

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Abstract

The purpose of this study is to examine the factors that influence pre-service teachers’ perceived usefulness of an Information and Communication Technology (ICT) course that was conducted using the student-centred learning (SCL) approach. In this study, perceived usefulness was used as the dependent variable and perceived competence, course delivery, facilitating conditions and learning environment as independent variables. The results of this study showed that perceived competence and course delivery have direct effects on pre-service teachers’ perceived usefulness of the course, while learning environment and facilitating conditions affect perceived usefulness indirectly. Overall, the results support the hypothesis that the four selected variables in this study affect perceived usefulness and that the resulting model is an adequate fit to the observed relationships among the factors that influenced pre-service teachers’ perceived usefulness of an ICT course.

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Authors and Affiliations

  1. Learning Sciences and Technologies Academic Group, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore, 637616, Singapore

    Timothy Teo, Chwee Beng Lee, Ching Sing Chai & Doris Choy

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  1. Timothy Teo
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  2. Chwee Beng Lee
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  3. Ching Sing Chai
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  4. Doris Choy
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Correspondence to Timothy Teo.

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Teo, T., Lee, C.B., Chai, C.S. et al. Modelling pre-service teachers’ perceived usefulness of an ICT-based student-centred learning (SCL) curriculum: a Singapore study. Asia Pacific Educ. Rev. 10, 535–545 (2009). https://doi.org/10.1007/s12564-009-9051-y

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