Technology Readiness and Self Efficacy Impact to Technology Adoption for Student Assessment in Marine Vocational School

Abstract

This study aims to address this research gap by investigating the relationship between technology readiness, self-efficacy, student competence, and technology adoption in the specific context of assessment. Assessment plays a crucial role in the management of marine vocational schools, encompassing the principles of planning, organizing, actuating, and controlling. The increasing importance of technology adoption in education necessitates a focus on technology readiness, as it plays a vital role in facilitating the adoption and utilization of educational technologies. However, previous research has not thoroughly examined the direct or indirect impact of technology readiness on technology adoption in the context of assessment. By focusing on marine vocational students, who often encounter various technological tools in their education, this study aims to shed light on the factors that influence their adoption of technology for learning evaluation purposes. The study involved 115 marine vocational students who utilized learning evaluation software as respondents. Through data analysis, the findings revealed that technology readiness and self-efficacy indirectly influence technology adoption, with student competence serving as a full mediator in operating technology. These results emphasize the importance of developing students' technological competencies in order to facilitate effective and efficient technology adoption for learning evaluation. These findings highlight the significance of technology readiness in the context of assessment and support the notion that schools should prioritize equipping students with the necessary skills to operate technology. By doing so, educational institutions can enhance the adoption and integration of technology in the learning process, aligning with effective management principles.