Determining Students’ Acceptance of E-supervision of Research Through UTAUT Model: The Moderating Role of Gender in Nigerian Universities
DOI:
https://doi.org/10.31637/epsir-2026-1981Palabras clave:
e-supervision, UTAUT, research writing, gender, higher educationResumen
Introduction: With the rapid integration of technology in teaching and learning, particularly in online environments, understanding factors influencing its adoption has become crucial. This study explores the moderating effect of gender on students’ acceptance of e-supervision of research projects using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. Methodology: A quantitative, cross-sectional survey design was employed. Data were collected from university students and analysed using SPSS version 29 and Partial Least Squares Structural Equation Modelling (PLS-SEM). Results: The structural model revealed that gender significantly moderated the relationships between performance expectancy, facilitating conditions, and students’ acceptance of e-supervision. However, no moderating effect was found between gender and effort expectancy in predicting acceptance. Discussions: These findings highlight gender-specific differences in how students perceive the usefulness and enabling conditions of e-supervision platforms, suggesting that male and female students may require different forms of support or motivation. Conclusions: As e-learning continues to expand, especially in sub-Saharan Africa, targeted strategies that consider gender differences are essential. This study contributes to the growing literature on digital education by emphasising the nuanced role gender plays in the adoption of e-supervision technologies.
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