A Comparative Analysis of Perceived Usefulness, Perceived Ease of Use, and Technology Adoption Among Criminology and Engineering Students in Nigerian Polytechnics
Abstract
This study examined the perceived usefulness of educational technology among undergraduate students in Criminology and Engineering, using an integrated framework combining the Technology Acceptance Model , Social Learning Theory , and Routine Activity Theory . A cross-sectional survey design was employed to collect data from 341 undergraduates at two Nigerian polytechnics in Southwest Nigeria. Descriptive and inferential analyses, including independent t-tests, regression, and structural equation modelling, were conducted to explore disciplinary differences in technology perceptions and the influence of social and structural factors on adoption intentions. Results indicated that engineering students perceived technology as more useful and relevant than criminology students. Factors, such as peer and faculty modelling, routine activities, and access to technological resources, significantly predicted perceived usefulness across both disciplines. Further, the structural equation modelling confirmed that perceived usefulness strongly influenced behavioural intention to adopt technology, thereby supporting TAM and highlighting the complementary roles of SLT and RAT. By implication, instructional contexts and needs, exposure to technology, and perceived ease of use jointly shape students’ opinions and intentions to adopt technology. This emphasises the need for purposive interventions in social science curricula to enhance the adoption of technology. This study contributes to knowledge by demonstrating the value of integrating cognitive and curricular variables in understanding educational technology acceptance.
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