PERFORMANCE, EFFORT EXPECTANCY AND BUSINESS EDUCATION STUDENTS’ BEHAVIORAL INTENTION TOWARDS ONLINE LEARNING IN BAUCHI STATE, NIGERIA

Abstract

This study investigates the influence of performance and effort expectancy on Business Education students’
behavioral intention towards online learning in Bauchi State, Nigeria. Employing a quantitative survey design,
structured questionnaires were distributed to 300 randomly selected final-year business education students
across four tertiary institutions in Bauchi state. Multiple regression analysis was used to test the hypotheses.
The findings reveal that both performance expectancy and effort expectancy significantly influence Business
Education students’ behavioral intention towards online learning in Bauchi State. These factors collectively
shape students' attitudes and willingness to engage in online learning platforms. The study recommends that
policymakers, institutions, and educators in Bauchi State prioritize the development and implementation of
training programs aimed at enhancing students' performance expectancy and effort expectancy in online
learning. Additionally, investing in improving technological infrastructure, such as reliable internet connectivity
and user-friendly interfaces, is essential to facilitate seamless online learning experiences. Addressing these
recommendations can create an environment conducive to fostering positive attitudes and intentions toward
online learning among Business Education students in Bauchi State.