Mediating Effects of Perceived Usefulness and Perceived Ease of Use on ICT Support and Use among Teaching Staff of Universities in Two West African Anglophone Countries

The need to determine the status of teachers’ ICT support and use in universities in Nigeria and Gambia prompted this study. Proponents suggested that the perceived usefulness has a more mediating influence on ICT support and use than perceived ease of use, but critics stated otherwise. The study then draws on questionnaire responses from 104 teaching staff members, comprised of 88 teachers from the University of Nigeria and 16 teachers from the University of Gambia, to answer the suggested research questions. Perceived usefulness and perceived ease of use were set as indirect mediators. While suffering numerous methodical defects, the report suggests the following: (1) ICT supports were available but with disparities in its adoption and distribution in the universities; (2) teachers show negative attitudes toward ICT, hindering its utilization for training; and (3) more ICT support programs in the universities and regular ICT use and workshops can offer teachers insight on the importance of accepting and utilizing ICT for training. Implications of these conclusions for education practice were discussed.