Original Research

Formative evaluation on acceptance and usage of ‘e-learning’ platforms in developing countries: A case of Zimbabwe

Petronella Maramba, Simbarashe S. Mazongonda
African Evaluation Journal | Vol 8, No 1 | a375 | DOI: https://doi.org/10.4102/aej.v8i1.375 | © 2020 Petronella Maramba, Simbarashe S. Mazongonda | This work is licensed under CC Attribution 4.0
Submitted: 31 January 2019 | Published: 06 November 2020

About the author(s)

Petronella Maramba, Policy and Advocacy, Higherlife Foundation, Harare, Zimbabwe
Simbarashe S. Mazongonda, Monitoring and Evaluation, Higherlife Foundation, Harare, Zimbabwe


Background: The late uptake of technology in education in developing countries has necessitated this study through an evaluation on how Performance Expectancy (PE) and Facilitating Conditions (FC) influence teachers’ behaviour on acceptance and usage of an e-learning platform called Ruzivo.

Objective: To investigate teachers’ perceptions on the influence of their acceptance and use of the Ruzivo E-Learning Platform (RELP) through addressing the following key research questions: To what extent do teachers’ perceptions of the use of the RELP enhance learning outcomes? What FC support teachers’ use of the Platform?

Method: Based on the Unified Theory of Acceptance and Usage of Technology (UTAUT) model and its variants, a multiple-embedded case study based on both quantitative and qualitative research approaches was designed. Three primary schools participated in a questionnaire survey which captured the knowledge, perceptions and attitudes of teachers on PE and FC. Data on teachers experience with PE and FC was sought from a total of 18 teachers, (11 female and 7 male).

Results: The use of RELP has resulted in enhanced student learning outcomes and in the building of constructivist learning environments. Facilitating conditions such as the lack of adequate internet facilities, training and computer resources limit usage.

Conclusion: The content of Ruzivo should be revised to align with the demands of the updated curriculum, teachers need additional training on computer, and the project needs to be scaled up to realise the ‘access to education’ goal. Further, an accelerated adoption of e-learning platforms in institutions of learning is warranted.


teachers’ perceptions; performance expectancy; facilitating conditions; developing countries; Zimbabwe


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