Computer Self-efficacy and Its Relationship with Web Portal Usage: Evidence from the University of the East

The University of the East Web Portal is an academic, web based system that provides educational electronic materials and e-learning services. To fully optimize its usage, it is imperative to determine the factors that relate to its usage. Thus, this study, to determine the computer self-efficacy of the faculty members of the University of the East and its relationship with their web portal usage, was conceived. Using a validated questionnaire, the profile of the respondents, their computer self-efficacy, and web portal usage were gathered. Data showed that the respondents were relatively young (M = 40 years old), majority had masters degree (f = 85, 72%), most had been using the web portal for four semesters (f = 60, 51%), and the large part were intermediate web portal users (f = 69, 59%). They were highly skilled in using the computer (M = 4.29) and skilled in using the Internet (M = 4.28). E-learning services (M = 3.29) and online library resources (M = 3.12) were only used occasionally. Pearson correlation revealed that age was positively correlated with online library resources (r = 0.267, p < 0.05) and a negative relationship existed between perceived skill level in using the portal and online library resources usage (r = -0.206, p < 0.05). A 2x2 chi square revealed that the highest educational attainment had a significant relationship with online library resources (chi square = 5.489, df = 1, p < 0.05). Basic computer (r = 0.196, p < 0.05) and Internet skills (r = 0.303, p < 0.05) were significantly and positively related with e-learning services usage but not with online library resources usage. Other individual factors such as attitudes towards the web portal and anxiety towards using the web portal can be investigated.

💡 Research Summary

This study investigates the relationship between computer self‑efficacy and the usage of the University of the East (UE) web portal among its faculty members. The UE web portal is an academic, web‑based system that delivers electronic learning materials, e‑learning services, and online library resources. Recognizing that optimal utilization of such a system depends on understanding the factors that drive its use, the researchers set out to measure faculty members’ computer self‑efficacy and examine how it correlates with their portal usage patterns.

A validated questionnaire was administered to 118 faculty respondents. The instrument collected demographic information (age, gender, highest educational attainment, length of portal use), self‑rated computer and Internet skill levels (5‑point Likert scale), and frequency of portal service usage (4‑point Likert scale). The questionnaire underwent a pilot test to ensure reliability (Cronbach’s α) and construct validity before full deployment.

Descriptive statistics reveal that the sample is relatively young, with a mean age of 40 years. A large majority (72 %) hold a master’s degree, and over half (51 %) have been using the portal for at least four semesters. Most respondents consider themselves “intermediate” users of the portal (59 %). Self‑efficacy scores are high: average computer skill rating is 4.29 and Internet skill rating is 4.28 out of 5. In contrast, the usage of e‑learning services (mean = 3.29) and online library resources (mean = 3.12) is modest, indicating occasional rather than frequent engagement.

Pearson correlation analyses show that age is positively associated with online library resource usage (r = 0.267, p < 0.05), suggesting that older faculty tend to rely more on traditional scholarly resources. Conversely, perceived portal skill level is negatively correlated with online library usage (r = –0.206, p < 0.05), an unexpected finding that may reflect highly skilled users turning to external databases or personal networks instead of the portal’s library module.

A 2 × 2 chi‑square test indicates that the highest educational attainment (master’s vs. doctoral degree) has a significant relationship with online library usage (χ² = 5.489, df = 1, p < 0.05). Faculty with higher academic qualifications are more likely to exploit the library component, aligning with the expectation that research‑intensive scholars seek specialized information more frequently.

Computer basic skills (r = 0.196, p < 0.05) and Internet skills (r = 0.303, p < 0.05) are positively correlated with e‑learning service usage, confirming that general digital literacy facilitates engagement with learning‑oriented portal functions such as online lectures, assignment submission, and discussion forums. However, these same skill measures do not show a significant relationship with online library resource usage, implying that the library module may require distinct search strategies, metadata awareness, or familiarity with scholarly databases beyond basic digital competence.

The authors acknowledge several limitations. The sample is drawn from a single institution, restricting external validity. Reliance on self‑report data introduces potential social desirability bias. Moreover, the study does not examine the causal link between portal usage frequency and actual teaching or research outcomes. The paper suggests future research directions, including multi‑institutional comparisons, analysis of server log data to capture real‑time behavior, and incorporation of affective variables such as attitudes toward the portal and anxiety about its use. Structural equation modeling could be employed to test more complex mediating and moderating relationships.

From a practical standpoint, the findings imply that UE should continue to provide basic computer and Internet training to sustain high e‑learning engagement, while also offering targeted workshops on online library navigation for older faculty and those with higher academic qualifications. For highly skilled users who underutilize the library component, the portal could be enhanced with advanced search tools, integrated metadata services, and personalized recommendations to bridge the gap identified by the negative correlation.

In summary, the study demonstrates that faculty members possess strong computer self‑efficacy, which positively influences e‑learning service usage. However, usage of online library resources is more closely tied to age, educational attainment, and possibly affective factors rather than general digital skills. Addressing these nuanced determinants can help university administrators refine portal design, training programs, and support services to maximize the educational benefits of the UE web portal.