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. 2020 Nov 9;8(4):168–174. doi: 10.4103/JMAU.JMAU_40_20

Table 2.

Mean and standard deviations for the domains assessed among the three study groups

Domain Undergraduate students (n=312) Postgraduate students (n=38) Faculty (n=50) P Between two categories of uses



Personal uses T&L uses Personal uses T&L uses Personal uses T&L uses
System influence
 Perceived ease of use
  Online skills 4.02 (0.77) 3.69 (0.84) 3.82 (1.00) 3.58 (1.11) 3.97 (0.83) 3.56 (1.13) 0.000***
  Motivation level in using online tools 3.50a* (0.76) 3.301*** (0.70) 3.72ab* (0.83) 3.622*** (0.82) 3.82b* (0.72) 3.662*** (0.83) 0.049*
  English literacy in online communication 4.02a** (1.09) 3.881* (1.18) 4.39ab** (1.00) 4.241,2* (1.17) 4.56b** (1.05) 4.342* (1.26) 0.146
 Perceived usefulness
  Perceived importance of online technology 4.25 (0.98) 4.19 (1.05) 4.37 (1.03) 4.42 (1.06) 4.56 (0.64) 4.52 (0.79) 0.206
  Perceived impact of e-learning on education 3.79a** (1.24) 4.34b** (0.58) 4.26b** (0.57)
 Technology accessibility 4.03a** (0.70) 4.06ab** (0.61) 4.36b* (0.55)
Social influence
 Impact of social influence on online technology uses 3.88 (0.92) 3.84 (0.94) 4.01 (1.18) 3.91 (1.23) 3.99 (0.98) 3.95 (0.96)
Institutional support
 Importance of technical and administrative support on online technology uses 4.09a** (0.97) 4.061* (1.01) 4.11a** (1.20) 4.131,2* (1.26) 4.56b** (0.81) 4.522* (0.89) 0.374
Overall readiness level
Overall readiness 3.11a*** (1.39) 4.00b*** (0.87) 3.90b*** (0.84)

Significant level set at (P<0.05). Estimates with different symbols (*P<0.05, **P<0.01, and ***P<0.001) are significantly different between the personal and T&L purposes of use for each category, estimates with different symbols (a, b, and c) are significantly different between groups for the personal purposes of use (by Tukey’s post hoc criteria), estimates with different symbols (1, 2, and 3) are significantly different between groups for the T&L purposes of use (by Tukey’s post hoc criteria). T&L: Teaching and learning