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and gender, therefore we reject H0 .To confirm the strength of association, Cramer’s V = 0.200 out of a possible maximum of 1, there is a weak relationship between willingness to use technology and gender. Our findings are in contradictory with the result previously undertaken by Young (2000). From the above results, we conclude that gender is not a hindrance towards the willingness of using technology in class. The results also oppose the survey conducted by Wong (2003), where he pointed out that males love to use information system more than females, this study expected that men have higher perceived playfulness than women.

Thus, this go up against what Young (2000) and Wong (2003) said that female hesitate to apply technology as a support in learning and teaching. Hence, we can say that from our study there were no differences to the willingness level according to gender.

3. Barriers that prevent Usage of Technology

Tool Used: Sample T test

To analyse the barriers that prevent usage of technology according to the previous test done on the willingness to use technology in classroom, we use the One-Sample T test procedure to find out whether the mean of a single variable differs from a specified constant (unwilling respondent) with a test value of 1.5 which represents the cut-off point of the unwilling respondent who strongly agree with the following barriers.

A 95% confidence interval of the difference was used to provide an estimate of the boundaries between which the mean difference lies in 95% of all possible barriers chosen by our unwilling respondents towards the use of technology. Since their confidence interval lie entirely above 0.0, we can conclude that the following barriers: 1. Student not interested, 2. Training not sufficient, 3. Afraid equipment might break, 4. Previous bad experience, 5. Lack of infrastructure and 6. Less confident are significantly above the test value (1.5) on the average. This means that according to our participants, they do not consider those barriers as the main obstacles towards the use of technology in classroom.

From Table 5, we can identify that the barriers that prevent integration of technology in classroom are: 1. No technical support, 2. No training, 3. Time constraint, 4. Lack of resources, 5. Not suited to my discipline.

To know the strength of the association, if the confidence interval lies entirely below 0.0, we can assume that the strongest identified barriers are:

Time constraint

Lack of resources.

Our finding are supported by researchers who have pointed out that there are many obstacles that prevent teachers from using technology such as inadequate infrastructure (Mehlinger & Power, 2002), Lack of training and personal expertise (Thompson & Sadara, 1999) and weak technical support ( NetDay Survey, 2001). Time and training appear to be the main factor (Morris 2009). Budget difficulty in obtaining materials, lack of audiovisual room and lack of trained personals (Higgins & Moseley, 2001)

In addition, the above findings justify that confidence level of unwilling participant is not an issue in the willingness to use technology. (Mean difference =2.548, falling in the Disagree category).