A Research on Practical Teaching and Influencing Factors of College Student’s Performance in Chengdu, China
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Purpose: This study investigates the factors that influence the students’ performance of Chengdu higher vocational college students, which are determined by perceived usefulness, perceived ease of use, attitude, behavioral intention, social influence, students’ performance, and use behavior. Research design, data, and methodology: A 3-step sampling method was used to select 500 juniors from Sichuan Vocational College of Finance and Economics, Chengdu Polytechnic, and Chengdu Textile College. A questionnaire adapted from previous studies was used, which was tested for validity and reliability. Hypotheses were tested using confirmatory factor analysis and structural equation modeling. Results: The results show that perceived usefulness significantly influences the attitude of students to participate in practical teaching. Behavior intention and use behavior are influenced by perceived ease of use, usefulness, attitude, social influence, and students’ performance. Furthermore, perceived ease of use, perceived usefulness, attitude, social influence, behavior intention, use behavior significantly influence students’ performance. Conclusions: More active participation attitude, a higher sense of identity in practical teaching, a better understanding of the usefulness and ease of use of practical instruction, a higher social impact, and better student performance are all related to use behavior of students to participate in practical teaching.
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