pg. 90

Contents lists available at

Journal homepage: http://twasp.info/journal/home

Latif Amadu1*

, Syed Muhammad Sikandar1, Vincent Ekow Arkorful

1, Abubakari Sadiq

Mohammed1, Nurudeen Abdul-Rahman

1, Abdul-Rahim Ahmed

1

1School of Public Affairs, University of Science and Technology of China, Hefei, Anhui

230026, China

*Corresponding Author:

Phone : +8618756575281

Email: latif@mail.ustc.edu.cn

Published online : 17 November, 2018

Abstract: With the growing speed of Social Network Sites (SNSs) accelerated recently, there

are increasing concerns about the possibility of young students’ engagement in negative

behaviours. Children of today are considered as digital natives because of their capabilities

to simultaneously undertake many things at the same time. This study aimed at investigating

factors affecting social network usage by Ghanaian students. To achieve the objectives, SPSS

software was used to analyze data. The quantitative research method was employed. A total

of 200 students were randomly surveyed for the study. In this study it was revealed that

perceived enjoyment, technology accessibility, self-efficacy, perceived usefulness and

perceived ease-of-use really have influence on the attitude of the use of technology. One of

the challenge for this research was that, it did not cover most of the Senior High Schools in

northern Ghana. The study, amongst other things recommends to school authorities to

regulate the use of smart phones on campus.

Keywords: Social Network Sites, Technology Acceptance Model and Senior High School

Students.

1. Introduction

From the birth of motion pictures in 1922, to the advent of computers in the mid-1970s,

academicians have been intrigued with the benefit of Social Network(SNSs) Sites to help

astoundingly transform education and students’ academic performance. Social Network

Sites(SNSs) have become part of students lives and therefore received unparalleled attention

in the various Senior High Schools(SHS) in Ghana. SNSs have come to stay. This is amply

demonstrated by the way it has crept into all aspect of our daily life such as politics,

entertainment and more especially education. In all these, Ghana has not been isolated from

the global social media craze. Ghana is amongst the first countries in Africa to gain

pg. 91

connection to the internet. Ghana’s population numbering 7,958,675 found online (28.4%

penetration) ranked the country the 47th highest internet user, (Anon., 2016)with almost

everyone connected to the internet with smart phones at least connected to an SNS account.

Also, a research conducted by Geo Poll in collaboration with World Wide Worx regarding

smart phone and internet penetration in Ghana indicates that 51% of Ghanaians have smart

phones with internet connectivity (Anon., 2016).

Social Network Sites have become part and parcel of our life now. Thousands of students are

making good use of the various social network platforms. Universities are now using the

power of social network platforms to reach out to their students directly. This begs the

question; Is there a need for universities and other educational institutions to use social

network sites at all? Definitely yes! As educational institutions, universities use or can use

social network sites to showcase the resources they have available. Highlighting the experts

that the universities have can also be done very well by employing, utilizing and deploying

SNS. This can also be used effectively to showcase the works of both lecturers and students

by posting short photos and YouTube videos of such projects. Learning takes place in

different forms such as watching, reading, listening, playing and critical thinking. Each

learner also operates in a unique and different style of studying. Students have different

methods and approaches in dealing with their learning because of differences in meta

cognition. Instead of shallowly memorizing ideas which have long been the case of some

Senior High School students in Ghana, SNS brings different learning methodologies and

styles which motivate them to be active learners, hence imperativeness of the adoption of

SNS.

In the face of the sophistication of the current generation of children visavisthe growing

population of netizens, children hold divergent views from their parents, love luxuries

spoiled, love luxury and tyrannize their teachers (Paul & Karpinski, 2010). Rosen

(2007)contend that, an overwhelming number of the populations stay on SN sites such as

Facebook, YouTube, WhatsApp and Twitter. Children of today text more than talking to

friends and their phones are on silent or vibration as they WhatsApp all night. Veen &

Vrakking(2006) posit that, children belonging to the 21st century come outwith their own

cognitive ability for learning, network learning, active learning, self-organization and self-

motivation. Children of today leave their lives immersed in technology using computers and

mobile phones and other related equipment for their daily activities.

pg. 92

Ajjan & Hartshorne(2008), argued that, in as much as Facebook enhances learning

capabilities, some teachers still feel uncomfortable to incorporate it into their teaching

methods. According to Schulmeister (2008) however asserts that, though students day in day

out use new technology for their personal gain, it should not replace the traditional method of

lesson delivery. As such, he suggests a moderate use of SNS. Teachers have and still

continue to have serious reservation about the use of SNS for academic purpose

(Moran,Seaman & Tinti-kane, 2012; Davis,Deil-Amen, Rios-Aguilar & GonzalezCanche,

2012). Privacy is one of the key issues raised by teachers on SNS. This is because, the

advancement of SNS tools makes it relatively easier to keep track of their teacher’s

communication. And because this is likely to the the situation, teachers might not want their

students to meddle in their private issues(Au, Lam & Chan, 2015)

Looking at the growing trend of social network sites in Ghana, a paucity of research has been

done. This however said, there appear to be a dearth in literature on factors that affects the

behavior, relative to the use of SNS in our Senior High Schools in Ghana. This study

therefore seeks to use Theory of Reason Action (TRA) and Technology Acceptance

Model(TAM) to find out: (1) Factors affecting SNS in Ghana. (2) its implication on academic

performance and as to whether to accept or reject the use of SNS in Senior High Schools.

TAM as a technological theory is used for the aged in research, though the mindset for adult

and children varies in terms of cognitive and psychomotor development. The study of

Information Communication Technology(ICT) adoption by school children becomes a crucial

subject matter worthy of academic research consideration.

2. Theory development and research model

2.1. Theory of Reasoned Action (TRA)

Theory of Reasonable Action (Fishbein & Ajzen, 1975) is one of the popular theories

employed in determining the behavioral intention of a person toward an object. The basis of

the TRA comes from the area of social psychology. Psychologists are of the view that

individual attitude affects their behavior. They believe that the individual’s attitude and

behavior are strongly correlated. Fishbein & Ajzen, in relations to TRA came out with these

constructs; behavioral intention, attitude and subjective norm. Fishbein & Ajzen (1975) posit

that a person’s character is greatly influenced by the individual’s attitude to doa task.

Attitude is the extent to which individual has a positive or negative behavior of interest. (e.g.

using Facebook is convenient). Subjective norms are perceived to be attitudes gotten from

close friends (e.g.: my friends are using Facebook and it’s good to own one).

pg. 93

Figure 1: Theory of Reasoned Action Fishbein & Ajzen (1975)

2.2. Technology Acceptance Model (TAM)

TAM was developed from the TRA, in order to describe an individual’s technology

acceptance behavior. TAM has now become a well-known tool for predicting user

acceptanceon SNSs(Venkatesh & Davis, 2000 ; Latif, Sikandar, Abubakari, Grace & Sadia,

2018). The idea of TAM is to find out why users’ character influence their acceptance or

rejection of technology. TAM aims to provide an explanation to the determinants of the

adoption and use of IT. According to Davis, (1989) TAM, which has its basis from TRA, is

to understand the relationships between users’ attitude and intentions to accept technology

(Davis, Bagozzi & Warshaw, 1989; Latif, Sikandar, Abubakari, Grace & Sadia, 2018). The

user’s behavior ishinged ontwo key issues; thus, perceived usefulness (PU) and perceived-

ease-of-use (PEOU) which act as mediators.

Figure 2: Technology Acceptance Model (TAM) (Based on Davis et al. 1989)

Normative

Beliefs and

Motivation

to Comply

Beliefs and

Evaluation

Subjective

Norm (SN)

Behavioral

Intention

(BI)

Attitude

Towards

Behavior (A)

Actual

Behavior

(AB)

External

variables

Perceived

Usefulness

(PU)

Perceived Ease

of Use (PEOU)

Behavioral

Intention

(BI)

Attitude

Towards

Using (A)

Actual

Use (AU)

pg. 94

In 2000, Venkatesh & Davis, (2000) proposed an extension for TAM (called TAM2), which

includes the theoretical constructs of social influence and cognitive instrumental processes.

They found that these additional constructs directly affect adoption and usage of "Information

technology" (IT) in the workplace. (Rauniar, Rawski, Yang & Johnson, 2014).

2.3. Hypothesis of the study

A child’s life is a vivacious circle surrounded by parents, siblings, and peers. And its

vivacious nature has an adverse effect on a child (Lewis, 2005).Perceived peer (PP) refers to

a situation whereby a child gets himself acquainted with the use of technology through his or

her friends and drives pleasure and enjoyment (Shin & Ismail, 2014). Perceived parenting

(PPE), which demonstratesthe degree to which a child is able to use a system because the

parents are found of using same facility(Zhang, 2010). Perceived peer influence (PPI) and

perceived parenting (PPE) has a bearing on and influences school children attitude and use of

SNS. A child easily adopts the character and behavior of both family and immediate

friends.Perceived usefulness (PU) on the other hand is the use of a technology to increase his

or her job capability (Davis, 1989) and that of Perceived-Ease-of-Use also refers to a

situation whereby technology is easy to use without difficulties(Davis, 1989). Technology

accessibility (TA) on the other hands refers to the degree to which a system is inexpensive

and available(Praveena & Thomas, 2013).Owing to the high technology accessibility (TA),

children of today are described as digital natives. They have access to technology 24/7 for

their daily activities and hence it determines their character and attitude toward the use of the

technology (Lwin, Miyazaki, Stanaland & Lee, 2012). Perceived enjoyment(PE) isthe extent

to which a person enjoys using a particular technology (Shin & Ismail, 2014).Perceived

enjoyment(PE) is associated with the system.Children use SNS to play games, streaming live

videos, chat with friends etc., This enjoyment is influenced by flow experience.Technology

self-efficacy (TSE)also refers to the degree to which a person can perform a task very well

(Hong, Hwang, Ting, Tai & Lee, 2013).Children learn a lot of new technology outside the

home from their friends at the playground or in school. The ability to use this new technology

have influences on their lives. The idea of self-efficacy emanated from the social cognitive

theory. Bandura (1997) indicates that, the ability to perform a task well is self-

efficacy.Attitude toward use of technology (ATUT) revolves around the extent to which a

person has a positive evaluation of the system(Ajzen, 1991). From the foregoing, the

following hypotheses are constructed.

pg. 95

H1: There is a direct and positive relationship between Perceived Usefulness of use and

attitude toward use of technology of SNS.

H2: There is a direct and positive relationship between perceived-ease-of use and attitude

toward use of technology of SNS.

H3: There is direct and positive relationship between perceived parent influence and attitude

toward use of technology of SNS.

H4: There is direct and positive relationship between perceived peer influence and attitude

toward use of technology of SNS.

H5: There is direct and positive relationship between perceived enjoyment and attitude

toward use of technology of SNS.

H6: There is direct and positive relationship between technology accessibility and attitude

toward use of technology of SNS.

H7: There is direct and positive relationship between technology self-efficacy and attitude

toward use of technology of SNS.

Figure 3: Proposed Conceptual Framework

3. Methodology

A questionnaire was designed for the research. Different questions asked had bearings on

social media apps, its importance andthe problems associated with it. Simple random

sampling technique was used to collect the data as a result of the large student numbers. In

this regard, questions were formulated tohelp elicit information to meet the target of the

study.

3.1. Respondents

pg. 96

The research was based only on four Municipal District which include Sagnarigu, Nanumba

North, Yendi and Savelugu. One Senior High School was chosen from each municipality.

The schools were Tamale Senior High school, Bimbilla Senior High School, Yendi Senior

High School and Savelugu Senior High School.With respect to gender 125 students (62.5%)

were female and 75 students (37.5%) were males. In terms of proportion Fifty (50) students

were selected from each school.

3.2. Measurement

In this study an empirical data was collected through a survey questionnaire. The survey

questionnaire was distributed to students in four public SHS in the Northern Region of

Ghana. In total 200 questionnaires were distributed out to students. Students were not given

any incentive to avoid biases in administering the questionnaire. After eliciting the data,

incomplete data was cleaned and removed by statistical tool. Many errors and mistakes were

minimal due to the level cautiousness exhibited during the entry of the data. Notwithstanding,

in specific areas where errors were identified, the questionnaire was looked at again, to

helprectify errors.

In addition,answered questionnaires with more errors were completely removed and

discarded(Hair, Black, Babin & Anderson, 2010). Furthermore, expectation maximization

algorithm was used for answered questionnaires with little problems to correct the missing

numbers.Besides, questionnaires with extreme responses were also removed completely from

analyses in order to give credentials and rightful interpretation to the final analysis without

ambiguities. 180 valid responses were used to analyzed the result of the findings after

discarding all the missing values of the data.

In this study, 24 items were picked from constructs adapted fromalready tried and tested

questionnaires in previous studies. However, some changes and alteration on the aspect of the

language of the questions was made to suit this study on SNSs. The following items,

perceived usefulness, perceived ease of use, and perceived enjoyment were measured by

tested questions (Davis, 1989; Ernst, Pfeiffer & Rothlauf, 2013;). The items for SNSs use

were adapted from (Park & Lee, 2012). Technology Self-efficacy were adapted from (Davis,

Bagozzi & Warshaw, 1989; Hong, Hwang, Ting, Tai & Lee, 2013). The item of Perceived

Parent Influence were adapted from(Karuppiah, 2014). Technology accessibility item was

adapted from (Endestad, Heim, Kaare, Torgersen & Brandtzaeg, 2011) and Attitude Toward

Use of Technology was adapted from (Davis, Bagozzi & Warshaw,1989)

A Likert scale was used in this study starting from 1 strongly disagree to 5 strongly agree

responses. A brief introduction was made available to young student’s respondents about the

pg. 97

objectives the study at the beginning of the questionnaires. Student’s respondents were

assured of confidentiality about their responses and that is why they were not asked about

their true identity in terms of their names and their contact information’s.

4. Hypothesis Testing and Effects

Table 3 shows the relationship between the student perceived usefulness (PU), perceived -

ease-of-use (PEOU), perceivedpeer influence (PPI), perceived enjoyment (PE), perceived

parent control (PPI), technology accessibility (TA), technology self-efficacy (TSE) to attitude

towarduse of technology (ATUT) were analyzed. Table 1 shows the Pearson correlation

coefficient confidence level. The best and good correlation was found between the perceived

peer influence (PPI) and attitude toward use of technology (ATUT) with intention to use

SNSs with correlation coefficient of 0.679. The moderate correlation was between the

technology self-efficacy and technology accessibility with correlation coefficient level of

0.290. Finally, the lower correlation was found between technology self-efficacyand

perceived enjoyment with correlation coefficient of 0.171.

Table 1: Correlation matrix

PU PEOU PPI PE PPE TA TSE ATUT

PU 1

PEOU .573** 1

PPI .463** .625** 1

PPE .411* .314 .458** 1

PE .382* .475** .430** .366* 1

TA .496** .543** .528** .359** .473** 1

TSE .347* .425** .421** .171 .414** .290 1

ATUT 597** .566** .679** .415* .397* .555** .465** 1

**. Correlation is significant at the level 0.01 (2- tailed)

*. Correlation is significant at the level 0.05 (2-tailed)

The proposed hypotheses were validated with good reliability. Below figure 4 indicates the

regression analysis by using SPSS 24. The resultsindicate that perceived usefulness and

attitude toward use of technology was found to be positive and significant with (β =0.144, p

<0.001). The second hypothesis state a positive relationship between perceived -ease-of-use

and attitude toward use of technology with the result of (β =0.131, p< 0.001), the next

pg. 98

hypothesis suggests the relation between perceived peer influence and attitude toward use of

technology was found to be significant and positive (β =0.353, p< 0.001). For the fourth

hypothesis, the relationship between perceived parent control and attitude toward use of

technologywas (β =0.019, p <0.001).

The relationship between the perceived enjoyment and attitude toward use of technology

was(β= 0.291, p< 0.001). the relationship between technology accessibility and attitude

toward use of technology was (β =0.224, p< 0.001). There was positive and significant

relationship betweenself-efficacy and attitude toward use of technology with a value of (β=

0.154, p< 0.001).

Figure 4: Proposed Result of the Conceptual Framework

5. Discussion

This study adds toexisting literature whiles contributing to deepeningunderstanding of student

attitude towards the use of SNS usage using the TAM theory. In this study, many factors

were found to be affecting attitude towards use of SNSs in Ghana SHS. They consist

ofPerceived Peer Influence, Perceived Enjoyment, Perceived Usefulness, Technology Self

efficacy, Technology Accessibility, Perceived Ease of Use and Perceived Parent Control.

From the study results and findings, itappears that children in the Senior High School will be

motivated by their friends(Shin & Ismail, 2014). Our finding was consistent with this; the

school children were of the view that most of them use SNSs because their friends are using

pg. 99

it. It was also confirmed that, the ease in use and access to it is another factor. Technology

accessibility is no longer a problem to them as most of them have smart phones where they

can easily access internet. In this research, it was also found that the attitude toward the use

of SNSs were also found to becoming from their parents. This is consistent with the study by

(Lourenco, Decker, Pedersen, Dellarco, Casey & Hartley, 2015).Students were of the view

that SNS makes them feel joy and happy with their colleague students, teachers and family

members. Some of them indicated that “all work no play make Jack a dull boy”. As such,

they are f the view that after reading and getting weary, they need to refresh their brain. This

is consistent with (Davis et al., 1992).

The significant impact of perceived usefulness (β =0.144, p <0.001) and perceived ease of

use (β =0.131, p< 0.001) shows that students who have the strong conviction that SNS is

simple to use, utilize it for their learning. The students werealso of the view that their

perceived parents influence did not have too much influence or control over them in the use

of SNS. They indicated that most of them bought the phones by themselves and their parents

are unaware of them using these phones for social media. There is little significant impact on

students when it comes to perceived parent influence on the use of SNSs (β =0.019, p

<0.001).The study however posits that there was a direct relationship between technology

accessibility and attitude toward use of technology (β= 0.224, p< 0.001). This study is in line

with (Zhang, 2010). There is also a significant relationship between technology self-efficacy

and attitude toward use of technology(β= 0.154, p< 0.001). From the study conducted it is

demonstrated that most of the students use SNS for either posting pictures, streaming online

videos, chatting, making video calls etc. Few students indicate that they use it for academic

purpose.

This goes to confirm that, using SNS by Senior High School students in Ghana is largely for

unacademicpursuits as a result of which it may be undesirable, if not risky for the welfare

advancement of the students most of who use it to make fun and to flirt.Hrastinski &

Aghaee(2012)indicates that a greater percentage number of students use SNSs. He contends

that, it will be suicidal to allow them to use it for academic purpose since few of the students

use it for studies. SNSs as studying tool is requiringeducationist to come out with new

syllabus and new teaching (Au, Lam & Chan, 2015) which may be exorbitant for the less

privileged countries.

Though students are digital natives and subsequently, widely receiving encouragement from

educational institutions to adopt it, some academicians still have some reservation about the

use of it for learning and other academic related issues. The fear expressed in relations to this

pg. 100

ought to do with mechanism for managing and monitoring of it for good and reliable

teaching(Davis, Deil-Amen, Rios-Aguilar, & GonzalezCanche, 2012). While some use it for

socializing purposes, others use it for to assist them in their academic work.The study

indicates that 90% of the students have access to smart phones but do not use them for

academic work.On the basis of this it may be unhelpful and possibly undesirable for Ghana to

adopt SNSs in the Senior High School without recourse to these problems.

6. Conclusion

This study investigated the factors that influence students’ attitude toward the use of SNS in

our Senior High Schools in Ghana based on TAM. The significant factors were perceived

peer influence, perceived parent influence, perceived enjoyment, technology self-efficacy,

perceived usefulness, perceived ease of use and technology accessibility. The study

established that perceived enjoyment is one of the key factors that influence the use of SNS in

Ghana Senior High Schools. As gathered from the study, school childrengetting financial

support from their parentsuse it buy smart phones and internet bundles. In this regard parents

are core influential in the influences on children’s attitudes toward using SNSs. We may be

doing our students a greater disadvantage by integrating these tools into their education,

because most of them use is for cyber bullying (sakawa) and sexting.

Ghana as a sovereign country still need more proactive mechanism to implement and to

accept SNSs in our various Senior High Schools in Ghana. The growing speed of SNSs by

digital native students in our SHS level requires more attention from academicians and policy

makers. Teachers are very aware of students using SNSs regularly for their personal lives. In

this research, it was reveal that most of their teachers did not know the best and appropriate

SNSs that could be used for teaching and learning. Numerous challenges were raised by

departmental heads for their inability to used SNSs for academic related purposes,

particularly for teaching and learning. However, teachers were of the view that if these

challenges and obstacles SNSs were controlled, the SNSs will prove as an efficient methodfor

teaching and learning.This could help to bridge the gap between teacher and

theirpredominantly digital native students.

7. Future Research Areas and Limitations

For future research, the study advocates the use of TAM3 in dealing with matters of this

nature. Future research should concentrate on the pedagogical potentials of mobile phones in

Senior High Schools in Ghana. One of the challenges for this research was that it did not

pg. 101

cover most of the Senior High Schools in northern Ghana. The study also concentrated on the

municipalities which are urban areas to the neglect of Senior High Schools in the district

which are rural communities. A sampling frame was not available and so a simple random

sampling method was used to select students from the various Senior High School to

administer the questionnaire to the neglect of other students.

7.1. Recommendation

The following observations and recommendations were made in this study:

1.Students should not respond to comments that make them uncomfortable. They should

report these comments to their teachers. Since it is certain that such platforms created

purposely for academic works and engagements are likely to be misused by deviant and

miscreant students, who may post irritating materials, make derogatory remarks and abuse the

technology, it is suggested that, affected students report such cases to school authorities than

engaging in protracted exchanges which would not augur well for learning.

2.Educating students on responsible use of SNSs and punishing students for misuse of this

network during teaching and learning hours.Onthe potential abuse of SNS use for activities

such as cyber bullying and sexting, the study recommend that students should be guided on

how to use the social media without deviating from its core mandate in terms of using it for

academic work.

3. Students are to use social media as an academic resource only and therefore behave as

such in the classroom. This can only be effective by adding teachers into the main platform so

that they can monitor students who awkwardly want to go out of tangent and bring them back

into line.

4. Incorporating SNSs as tools for teaching and learning into syllabus and instruction, most

of the African countries are unable to enjoyand integrate new technology-based techniques to

their curriculum.

5. Organizing workshop for students and teachers from time to time to upgrade their

knowledge about the appropriate use of SNSs for teaching and learning.

Disclosure of Potential Conflicts of Interest And Ethical Standards

The authors for this manuscript have no potential conflicts of interest what so ever regarding

to this study and believed to have followed strictly the rules and regulations of this journal.

Any issues emanated from this we take full responsibilities of it. Authors for this manuscript

never received any funding from any institution or organization.

pg. 102

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