A.

Positive Factors
1. High Performance of the devices

2. Enough memory space of computer

3. Availability of technology (such as cellular phones, computer units,

laptops)

Apart from the basic function of information and communication

technology (ICT) laboratory (either skill acquisition, among others), members of
the business education community, and of course, other areas in the Technical
Vocational Education and Training (TVET) within and outside educational
institutions can share information which is vital to societal survival and
growth. This is acknowledged globally; thus, the World Summit on Information
Society (WSIS) (2003) issued a declaration of principles that each country
should follow to reach the information society status by building public
awareness on the capabilities of ICTs; putting in place education and training
programmes in ICTs; putting in place continuous training programmes for the
benefit of all; facilitating free flow of information and ideas from a diversity of
sources; creating conducive conditions for production, processing and
dissemination of local content; eliminating illiteracy and enhancement of ICT
literacy; bridging the digital divide; enhancing universal access through
deployment of affordable ICTs and interoperability; enhancing usage of ICTs in
everyday life of the people; and making available appropriate electricity power
supply source.

Full article: Computer laboratory resources and learning of word processing

among business and home economics education undergraduates
(tandfonline.com)

According to Giese and Cote (2002), the student satisfaction level is a

function of the relative level of experiences and perceived performance of
educational services provided by higher educational institutions. The level of
satisfaction is a function of the difference between perception and expectation.
Douglas and Barnes (2006) assume that the student is both the customer and
consumer of higher education. In addition Douglas and Barnes(2006) believed
that the strength of the overall level of student satisfaction and consequently
their impression depends on whether or not the minimum expected standards
are consistently being met.
 In another study, students possessed various types and brands of mobile
phones especially smartphones (Essel et al., 2018).

(Musni-Tagaytay, M. et al. 2017). Living with the Digital Divide: Exploring

Internet and Computer Technology (ICT) Accessibility and Digital Inequality
through the Experiences of Educators and Students.

another study stated that mobile learning devices have a positive effect
on students' perceived efficiency of working (Chase et al., 2018).

In the findings of Jin and Sabio (2018), the use of mobile devices has the
potential to be used and adapted for learning.

Laptop use and online resource accessibility are crucial for learners (Akande &
Bamise, 2017).

4. Laboratories are accessible

Another related matter in this study is the availability of learning tools or

devices that is equally important. Although we are in an era where
technological instruments and apparatuses are within reach, there are still
some who do not have one. For example, in a particular country in South Asia,
a study showed that respondents have at home and in the university,
computers and internet facilities (Siddiquah and Salim, 2017).

5. Fast internet connection (Basaem usto dyay RRL tah halos agparehas
dah ijay number 6. Availability of internet connection. Ada metlng gamin

nainayun nga fast and availability of internet connections 😊)

In a study by Fabito et al., (2020) the group revealed that one of the three
barriers and challenges that students encountered in online learning was a
good internet connection.

6. Availability of internet connection

Kajal Sharna (2019) in Role of Internet in Education where he stated “it

has become more important as well as powerful tool in the world which is
preferred by everyone. Everybody needs internet for some or other purposes.
Students need internet to search for information related to exams, curriculum,
etc.” On the other hand. Jones et al also believe that students now use
computers in virtually every aspect of their academic work from taking notes to
turning in assignments, researching topics to questioning professors. These
advances have been well received by students who seem to find that they are
more effective using these tools. In the Pew study, “Nearly four-fifths of college
students (nearly79%) agree or strongly agree that Internet use has had a
positive impact on their college academic experience”. Boase, Horrigan,
Wellman & Rainie computers and the internet have become part of society’s
everyday methods of communication. This is particularly true for university
environments where technology trends tend to be adopted more quickly than
among older users.

As a result, internet connectivity has vastly improved in recent decades

and is now available in households, offices, travel, and classrooms (Ellore,
Niranjan, & Brown, 2014).

Research evidence (Adedotun, 2015; Akande & Bamise, 2017) shows that
students' academic success is influenced by access to information. Mbongo,
Hako, and Munangatire (2021) found out that the benefits of using online
teaching and learning include flexibility, teaching large classes, increased
interaction and engagement between lecturers and students, and the internet
helps to make that possible.

According to Kim (2011), the fulcrum of teenage educational achievement

is using the internet for academic reasons. Internet networking is now almost
ubiquitous; for example, many learners have internet access on their cell
phones (Ellore et al., 2014). As a result, learners can broaden their academic
knowledge, research, and tasks by gaining access to global information and
maintaining efficient communication in the world of academia (Siraj et al.,
2015).

According to Yesilyurt, Basturk, and Kara (2014), having a home

computer and internet connectivity is just as critical for learners' success in
academia as having self-learning skills. Olatokun (2008) suggests that many
learners in Nigeria's high schools believe that the internet is better and more
convenient than their school libraries when it comes to internet access and
use. The students viewed the internet as a database of general information,
which helped improve their reading behaviours and school success. As a result,
the Internet is often used as an online learning resource, which has helped
students improve their academic outcomes (Siraj et al., 2015). High school
(Craver, 1987) and university students in Ghana (Ameyaw & Asante, 2016;
Yebowaah, 2018) regard the library as a conducive atmosphere for learning and
a source of appropriate and practical place to search for information.
7. Taking academic pressure positively

8. Hands – on experience of students

9. Teacher is technically knowledgeable

Teachers’ perceived ability to use computer technology was determined

by Zhao and Cziko [9]. They said that computer self-efficacy influenced their
computer technology use. It was an important factor in identifying the
intention to use computer technology [10].

According to Koh and Frick [11], there is a positive relationship between

a teacher's computer self-efficacy and computer technology integration in the
classroom.

EJ1053908.pdf (ed.gov)

10. Family support

B. Negative Factors
1. Slow speed of computer units

2. Damages or defective wired connections

3. Slow internet connection

Another related concept from Casillano (2019) indicated that only a

minimum of the students has internet access thus impeding them to access
the e-learning platform. In another study, poor students do not own laptops
and desktop computers and have limited internet connections (Cleofas &
Rocha, 2021).

4. Too much use of internet

Siraj et al. concluded that high internet use has more significant
academic consequences because senior high school students can enter the
world of information.

According to Singh et al. (2013), students tend to waste time on the

internet due to a non-focused approach (mailing, gaming, and social
networking).

5. Accessibility of technology in doing outside laboratory activities

Some studies showed the dependency of students on smartphones for

online learning and internet access (Apuke & Ivendo, 2018; Muthuprasad et
al., 2021).

However, they would instead use the internet rather than go to the
library since it often provides readily available materials.

6. Concentrated on other activities rather than Computer Systems

Servicing tasks during lab sessions.

Others show concerns on the effects of technology and social media use
on students' outcomes and confirm that students who have lower grades spend
more time using computers for fun (Bae and Wickrama, 2015; Tang and
Patrick, 2018), others find no evidence that using computers for fun causes
higher or lower achievement (Hamiyet, 2015).

7. Peer pressure

8. Presence of recreational establishment near the school (drinking dens,

gambling, computer shops)

9. Lack of parental involvement

10. Encountered problems within the family