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ISSN 1004-9037
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Edited by: Editorial Board of Journal of Data Acquisition and Processing
P.O. Box 2704, Beijing 100190, P.R. China
Sponsored by: Institute of Computing Technology, CAS & China Computer Federation
Undertaken by: Institute of Computing Technology, CAS
Published by: SCIENCE PRESS, BEIJING, CHINA
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      1 Jan 2024, Volume 39 Issue 1   
    Article

    THE MEDIATING EFFECT OF THE PERCEIVED USEFULNESS AND EASE OF USE OF TIKTOK ON KNOWLEDGE ACQUISITION AND SELF-EFFICACY OF STUDENTS WITH SPECIAL NEEDS
    Steve I. Embang1*, Rommel L. Bunuan2
    Journal of Data Acquisition and Processing, 2024, 39 (1): 1424-1435 . 

    Abstract

    This research explores the mediating effect of the perceived usefulness and ease of use of TikTok on the relationship between knowledge acquisition and self-efficacy among Special Education (SPED) students. The study aims to investigate the potential of TikTok as a culturally relevant teaching tool in SPED classrooms and its impact on students' self-efficacy. Using a quantitative research design, the study involved 260 SPED students at Northwestern Mindanao State College of Science and Technology. A questionnaire was administered via Google Forms to ensure the safety of the participants during the pandemic. A parallel mediation model was used to determine the indirect effects of two mediators on knowledge acquisition and self-efficacy. The results indicated that both mediators had a significant effect on the relationship between knowledge acquisition and self-efficacy with, perceived ease of use having a greater impact than perceived usefulness. Specifically, knowledge acquisition positively influenced self-efficacy through the students’ perception of the usefulness of TikTok and its ease of use. The findings suggest that the self-efficacy of SPED students can be improved by using TikTok, especially due to its usefulness and ease of use. These results highlight the potential benefit of TikTok not only as a culturally relevant teaching tool, but an inclusive teaching strategy for SPED classrooms. Implications for educators and practitioners in promoting effective and inclusive learning experiences are discussed.

    Keyword

    Perceived Ease of Use, Perceived Usefulness, Technology Acceptance Model (TAM), TikTok, Special Education, Special Needs.


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ISSN 1004-9037

         

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