A Unified Theory of Acceptance and Use of Technology Assessment in Learning Resources Management and Development System

Abstract

The platform for Learning Resource Management and Development System (LRMDS) has the potential to be helpful for learning. Teachers find support and resources from the learning portal of the Department of Education. This study focused on determining the acceptance of the Learning Resources Management Development System (LRMDS) as a learning resource portal using the Unified Theory of Acceptance and Use of Technology (UTAUT) model among EPP/TLE/TVL teachers in the Division of Iligan City. For the sample selection based on structures and items, Soper's (2024) a-priori sample size calculator for structural modeling was utilized. This calculator calculates the minimum need to identify desired effects for a structural equation model inquiry by considering variables, effect size, and power levels. The study was based on quantitative and qualitative research designs via demographic questionnaire based on the UTAUT theory model and the perception questions. Findings indicate that the effort expectancy and social influence have positive effects on behavior intentions and facilitating conditions; behavioral intentions also have positive effects on use behavior. However, Performance expectancy is not significant. Additionally, qualitative findings suggest that teachers believe the LRMDS can greatly improve teaching effectiveness when viewed as valuable and dependable, resulting in its effective use. Teachers generally consider the content provided by LRMDS to be relevant and sufficient. However, a significant issue is that some resources, particularly in TLE (Technology and Livelihood Education), are outdated, likely due to limited access to ready-made resources and sufficient learning materials. The findings of this study also suggest that enhancing LRMDS integration, communication and outreach efforts are recommended, including a training guide matrix to raise awareness of LRMDS benefits and address misconceptions through targeted campaigns, workshops, and peer sharing. Recommendations include improving knowledge management, simplifying user interfaces, informing teachers about support conditions, and implementing the training guide matrix in public schools to highlight the advantages of the LRMDS portal.