Technology is rapidly changing the way education is being delivered to students. Schools are encouraged to adopt technology that will enable teachers and students to interact effectively, especially the use of online learning platforms. For these reasons, this study examined college students’ acceptance and use of technology to learn science. A quantitative approach, descriptive design and a structural equation modelling approach were used to guide the data collection and analysis process. The study used a questionnaire to collect data on a sample of 346 students from the Bagabaga Training College, Tamale Training College and Gbewaa College of Education, with a total population of 3200 students using Krejcie and Morgan (1970). The results showed that the students were willing to use online technology to learn science. Their behaviour was the most significant factor in determining their use of technology. Also, facilitating conditions and habit significantly improved the student’s behaviour towards the use of science.
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