New Technology Acceptance Model Introduced

As computers play an ever-increasing post in an accountant's cream, it has fallen upon universities to assure that schoolchilds are prepared to work with the various software packages they will encounter in the workplace. though most students accept this aspect of their education, some students are rebarbative to new software.

It has been documented that there was an unwillingness for students to accept a new or an unfamiliar software [Young, 1984]. A student's military capability influences the student's utilization and satisfaction with the software. (Introduction).

The Technology Acceptance Model uses a questionnaire to measure student perc

The subjects mired in the study had completed two accounting courses and were experience with microcomputer applications. They were familiar with the usefulness of electronic spreadsheets and other applications yet had not yet experienced electronic tax preparation.

They were given up no formal exposure to the software package that was to be used in the study.

It appears that preestablished judgment close software (i.e., beliefs about ease of use and usefulness) leads to a good indication of student intention to use. An accounting instructor could use TAM to describe future nonaccepting students or those students in need of additional assist with application software. As Mathieson [1991] suggests, TAM is well-suited for identifying discontented users (i.e., students), since 1) TAM is trashy to administer and 2
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