Assessing the Acceptance of the Innovative Lighting System Trainer Using the Technology Acceptance Model: Evidence from Technical Education Students

Abstract

The integration of educational technology plays a pivotal role in enhancing technical instruction and learner engagement. This study evaluated the behavioral intention to use and accept the Innovative Lighting System Trainer (ILST) at North Eastern Mindanao State University, Cantilan Campus, employing the Technology Acceptance Model (TAM) as the theoretical framework. The study aimed to determine the levels of perceived usefulness, perceived ease of use, attitude toward use, and behavioral control, and to examine the relationships among these constructs. A descriptive–correlational research design was utilized, involving student respondents from technical and engineering programs during the Academic Year 2024–2025. Weighted means and Pearson correlation coefficients were computed to assess the acceptability of the ILST and the interrelationships among TAM constructs. Findings revealed that all TAM constructs were rated as Very Highly Acceptable (grand mean = 4.37). Perceived usefulness obtained the highest mean rating, while perceived ease of use was rated slightly lower but remained Highly Acceptable. Correlation analysis showed strong positive and statistically significant relationships among perceived usefulness, attitude toward use, and behavioral control, confirming the validity of TAM in this context. The study concludes that user acceptance of the ILST is primarily influenced by its perceived usefulness and positive attitude formation. Integrating the ILST into technical training programs is strongly recommended to promote active, technology-enhanced learning and improve skill-based competency.