A S TUDY OF FACTORS INFLUENCE STUDENTS ’ INTENTION TO ENROLL IN AN ONLINE IELTS COURSE Presented...
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Transcript of A S TUDY OF FACTORS INFLUENCE STUDENTS ’ INTENTION TO ENROLL IN AN ONLINE IELTS COURSE Presented...
A STUDY OF FACTORS INFLUENCE STUDENTS’ INTENTION TO ENROLL IN AN ONLINE IELTS COURSE
Presented by: Ms. Thanchanok Loviriyanan
Assumption University of ThailandCOLLEGE OF INTERNET DISTANCE EDUCATION School of e-Learning Science
CHAPTER 1
INTRODUCTION
INTRODUCTIONBackground of the study The use of IELTSGeneral knowledge of e-Learning
STATEMENT OF PROBLEM Market opportunity in Thailand
IELTS e-Learning agency in Thailand IELTS e-Learning course around the world
To study the market potential for IELTS online course
To study the factors influence Thai students’ intention to enroll IELTS online course
Benefit to IELTS school to consider e-Learning course
RESEARCH QUESTIONS 1. Which factors influence students’ intention to
enroll in an online IELTS course? 2. What is the most influencing factor towards
Thai students’ intention to enroll in an online IELTS course?
RESEARCH OBJECTIVES
To measure whether (Attitude, Subjective Norms, and Perceived Behavioral Control) influence Thai students’ intention to enroll in an online IELTS course
To determine the influence of the factors (Attitude, Subjective Norms, and Perceived Behavioral Control) influence Thai students’ intention to enroll in an online IELTS course
SIGNIFICANCE OF RESEARCH
To understand the factors influences the intention to enroll in IELTS e-Learning program
Benefit to institutes where interested to develop IELTS e-Learning program
Help IELTS online institutes to design the marketing communication to impact customer requirement.
CHAPTER 2
LITERATURE REVIEW
THEORETICAL FRAMEWORK Theory of Reasoned Action (TRA)
Source: Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research. Reading, M.A.: Addison-Wesley.
Theory of Planned Behavior
Attitude Toward Act of Behavior
Subject Norm
Behavioral Intention
Behavior
Outcome Beliefs
Normative Beliefs
Control Beliefs
Attitude toward the Behavior
Subjective Norm
Perceived Behavioral Control
Outcome Beliefs
Behavior
Source: Ajzen, I. (1991); “The Theory of Planned Behavior”. Organizational Behavior and Human Decision Process, 50(2), pp. 179-211.
THEORETICAL FRAMEWORK
Theory of Technology Acceptance Model (TAM)
Perceived Usefulness
Perceived Ease of Use
Behavioral Intention
Actual System Use
Source: Davis, F. D. (1989). “Technology Acceptance Model”, MIS Quarterly.
THEORETICAL FRAMEWORK
Decomposed Theory of Planned Behavior (DTPB)
Perceived UsefulnessPerceived Ease of UseCompatibility
Peer InfluenceSuperior’s Influence
Self-EfficacyResource FacilitatingTechnology Facilitating
Behavior Intention
Behavior
Attitude
Subjective Norm
Perceived Behavioral
Control
Source: Taylor, S., and Todd, P. (1995). Understanding Information Technology Usage: A Test of Competing Models. Information System Research, 6(2), pp. 146.
RELATED LITERATURE REVIEW
Attitude has an important direct influence on intention to adopt e-Learning (Ndubisi, 2004).
The social facilitation and social comparison the groups are motivator and can provide necessary assistance for using new system (Rita, 2010).
Subjective norm included family, friends, expert opinions and the mass media have powerful to make decision in online auction (Huang, Wu, Wang, and Boulanger, 2011).
Factors influencing e-Learning adoption intention for Malaysia indicated that self-efficacy, prior computer experience, training, technological facilities, and computer anxiety contribute significantly and predict in perceived behavioral control (Ndubisi, 2004).
PREVIOUS STUDIES
Learner characteristics, technology characteristics and perceived risks influenced the intention to enroll an online graduate program (Lee, and Zailani, 2010).
The five factors were significant with the attitude towards behavior intention on e-MBA adoption including perceived usefulness, trial usage, retrieval of results, assisting to have good image and feeling of enjoyment (Mahmod et al., 2005).
Factors influenced the intention to enroll in e-Learning including usefulness, ease of use, pressure to use e-Learning, and availability of resources needed to use e-Learning (Eke, 2011).
PREVIOUS STUDIES
The perceived behavioral control is important intention influencer which included self-efficacy, computing experience, training, access to technological facilities and e-Learning adoption intention (Ndubisi, 2004).
CONCEPTUAL FRAMEWORK
Attitude- Perceived Usefulness- Perceived Ease of Use- Perceived Enjoyment
Subjective Norms- Social Influence- Media Influence
Perceived Behavioral Control- Technology Readiness- Computer and Internet
Anxiety- Self-Efficacy
Intention to Enroll in IELTS e-Learning program
RESEARCH HYPOTHESES
H01: Attitude factor does not influence students’ intention to enroll in IELTS e-Learning course.Ha1: Attitude factor influence students’ intention to enroll in IELTS e-Learning course.
H02: Subjective Norms factor does not influence students’ intention to enroll in IELTS e-Learning course.Ha2: Subjective Norms factor influence students’ intention to enroll in IELTS e-Learning course.
H03: Perceived Behavioral Control factor does not influence students’ intention to enroll in IELTS e-Learning course.Ha3: Perceived Behavioral Control factor influence students’ intention to enroll in IELTS e-Learning course.
CONCEPT AND OPERATION OF VARIABLES
Independent Variables Attitude
Perceived Usefulness, Perceived Ease of Use and Perceived Enjoyment
Subjective Norms Social Influence and Media Influence
Perceived Behavioral Control Technology Readiness, Computer and internet anxiety and
Self-efficacy
Dependent Variables Students’ intention to enroll in IELTS e-Learning course
CHAPTER 3
RESEARCH METHODOLOGY
RESEARCH METHODOLOGY
Research Design Descriptive Research Method Applied questionnaire to collect data
Target Population and Sample Thai students who need IELTS living in Bangkok
(unknown number of population) From IELTS tutor schools in Bangkok and some IELTS
webboards From the calculation sample size is 385 respondents so
the questionnaires were distributed to 400 respondents
Sampling Procedure Non-probability sample technique (Convenience
sampling method)
RESEARCH METHODOLOGY
Questionnaire1. Screening questions2. Factors influence students’ intention to enroll in IELTS e-Learning program
Construct 1: Attitude (perceived usefulness, perceived ease of use and perceived enjoyment)
Construct 2: Subjective Norms (social influence and media influence)
Construct 3: Perceived Behavioral Control (technology readiness, computer & internet anxiety and self-efficacy
3. Demographics information Using 5-point Likert Scale (strongly agree = 5 strongly disagree =1)
RESEARCH METHODOLOGY
Data Collection Procedures Primary data from questionnaire survey
IELTS Tutor Schools at Siam Square, Bangna and Srinakarin Rd.
Education “Thailand International Education Exhibition” during 30 March – 1 April at Royal Paragon Hall and “The Next Step” on 29 March at Thammasat University
Online Research at qualtrics.com
Distribute through webboard
http://www.abactoday.com/webboard/abac-talk/ielts-6589/
http://www.ieltsthai.com/board/webboard.html
RESEARCH METHODOLOGY
Proposed Data Analysis Methods
Using SPSS to analyze the data
Descriptive Statistics was applied to explain the respondents’ demographic information and their perceptions on intention to enroll in an IELTS online course.
Inferential Statistics which is Multiple Linear Regression was applied for hypothesis testing
CHAPTER 4
DATA ANALYSISAND RESULTS
HYPOTHESIS TESTING
Independent Variables Beta Value
Perceived Usefulness(PU)
.194
Perceived Ease Of Use(PEOU)
.431
Perceived Enjoyment (PE)
.248
H01: Attitude factor does not influence students’ intention to enroll in IELTS e-Learning course.
H02: Subjective Norms factor does not influence students’ intention to enroll in IELTS e-Learning course.
Independent Variables Beta Value
Social Influence (SI) .364
Media Influence (MI)
.296
HYPOTHESIS TESTING
Independent Variables Beta Value
Technology Readiness (TR) .132
Computer & Internet Anxiety (CIA)
.109
Self-Efficacy (SE) .695
H03: Perceived Behavioral Control factor does not influence students’ intention to enroll in IELTS e-Learning course.
Overall Factors influence students’ intention to enroll in IELTS e-Learning course.
Independent Variables Beta Value
Attitude (ATT) .465
Subjective Norms (SN)
.261
Perceived Behavioral Control (PBC)
.505
HYPOTHESIS TESTINGNull Hypothesis Significant
ValueBeta Value R2 Results
H01: Attitude factor does not influence students’ intention to enroll in IELTS e-Learning course.
p = .000
.465
.329
Rejected the null hypothesis
H02: Subjective Norms factor does not influence students’ intention to enroll in IELTS e-Learning course.
p = .000
.261
.285
Rejected the null hypothesis
H03: Perceived Behavioral Control factor does not influence students’ intention to enroll in IELTS e-Learning course.
p = .000
.505
.451
Rejected the null hypothesis
CHAPTER 5
CONCLUSION AND DISCUSSION
SUMMARY FOR FINDINGSDemographic Majority Number of
respondents
Percentage (%)
Gender Female 215 54%
Age 18-22 years 244 61%
Education Level Bachelor’s Degree 259 65%
Occupation Student 240 60%
Income 10,000 Baht or lower
182 46%
Interested to enroll in IELTS course
Yes 397 99.25%
Purpose of IELTS study To further education
217 54%
SUMMARY OF MEANS AND STANDARD DEVIATION FOR ALL INDEPENDENT AND DEPENDENT VARIABLES
MeanStd.
DeviationLevel of
Agreement
Attitude (A)
Perceived Usefulness (PU) 3.52 0.700 Agree
Perceived Ease of Use (PEOU) 3.42 0.734 Agree
Perceived Enjoyment (PE) 3.22 0.801 Neutral
Average Attitudes 3.41 0.853 Agree
Subjective Norms (SN)
Media Influence (MI) 3.30 0.965 Neutral
Social Influence (SI) 3.08 0.781 Neutral
Average Subjective Norms 3.15 0.927 Neutral
Perceived Behavioral Control (PBC)
Self-Efficacy (SE) 3.39 0.793 Neutral
Technology Readiness (TR) 3.48 0.763 Agree
Computer & Internet Anxiety (CIA) 2.76 0.961 Neutral
Average Perceived Behavioral Control (PBC) 3.15 0.938 Neutral
Intention to enroll in IELTS e-Learning course 3.37 0.944 Neutral
DISCUSSION OF RESEARCH FINDINGS
The highest influence factor is Perceived Behavioral Control (PBC) with the β value of 0.505.
The second influence factor is Attitude (ATT) with the β value of 0.465.
The last influence factor is Subjective Norms (SN) with the β value of 0.261.
This research result supports research from Ndubishi (2004), which showed that Perceived Behavioral Control (PBC) is one of the important intention influencer of intention to adopt e-Learning MBA
DISCUSSION OF RESEARCH FINDINGS
Perceived Behavioral
Control (PCB)
Self-Efficacy (SE)
Computer & Internet Anxiety (CIA)
F=108.614, p=.000, 45.1% of variations
Technology Readiness (TR)
• Key factors are Self-Efficacy (SE) (t=12.505, p=.000) and technology Readiness (TR) (mean = 3.48 at agree level).
• When students are confident in their computer skills, they will perceive that they will have the ability to study IELTS e-Learning course
• Supported by Lee et al. (2010) who found that computer self-efficacy is one of the factors influenced the intention to enroll an online graduate program.
DISCUSSION OF RESEARCH FINDINGS
Key factors are Perceived Ease Of Use (t=6.047, p=.000), Perceived Enjoyment (t=4.404, p=.000) and also Perceived Usefulness (PU) (mean=3.52 at agree level).
When IELTS e-Learning course is perceived as easy to use and joyful when using, attitude is more favorable.
The finding was supported by Mahmod et al. (2005) that feeling of an enjoyment with the program is one of the factors was significant with the attitude towards behavior intention on the e-MBA adoption.
Similar result was found by Eke (2011) that Ease Of Use is one of the factors influenced the intention to enroll in e-Learning.
Attitude (ATT)
Perceived Usefulness (PU)
Perceived Ease Of Use (PEOU)
F=64.825, p=.000, 32.9% of variations
Perceived Enjoyment (PE)
DISCUSSION OF RESEARCH FINDINGS
Key factors are Media Influence (t=5.892, p=.000) and Social Influence (t=5.863, p=.000).
The social pressure by people around them and the media can engage students to enroll in IELTS e-Learning course.
This research result supported previous research of Huang et al. (2011) that Media Influence (MI) is powerful to make decision in online auction.
Also, Rita (2010) stated that social facilitation and social comparison of the groups are motivator and can provide necessary assistance for using new system.
Subjective Norms (SN)
Social Influence (SI)
Media Influence (MI)
F=79.122, p=.000, 28.5% of variations
ANSWER TO RESEARCH QUESTIONS
To determine the factors influence students’ intention to enroll in IELTS e-Learning course.
Attitude- Perceived Usefulness- Perceived Ease of Use- Perceived Enjoyment
Subjective Norms- Social Influence- Media Influence
Perceived Behavioral Control- Technology Readiness- Computer and Internet Anxiety- Self-Efficacy
ANSWER TO RESEARCH QUESTIONS
To identify the most influencing factors towards Thai students’ intention to enroll in IELTS e-Learning course.
1. Perceived Behavioral Control (β = 0.505)
2. Attitude (β = 0.465)
3. Subjective Norms (β = 0.261)
- Self-Efficacy (SE)- Technology
Readiness (TR)
- Perceived Ease Of Use (PEOU)
- Perceived Enjoyment (PE)
- Perceived Usefulness (PU)
- Media Influence (MI)
- Social Influence (SI)
IMPLICATION FOR PRACTICES To improve perceived behavioral control
towards IELTS e-Learning course The marketing campaign would emphasize on
people’s self-efficacy indicated that students will be comfortable using the IELTS e-Learning system on their own.
The institution may provide system check for students to verify that their technology will support the e-Learning system. eg. http://lms.thaicyberu.go.th/OfficialTCU/systemcheck/index.asp (Thai Cyber University, 2012).
The institution may provide a trial period for a week to ensure student’s technology can support their e-Learning.
To improve students’ attitude towards IELTS e-Learning courseNot let them feel of too academic Using games or virtual classroom design
systems User friendly interface design to support ease
of useProvide help functions for users supportProvide support center in variety of
communication i.e. blog, chat, email or telephone.
Apply free social media to be one of communication channel.
Marketing campaign may emphasize on e-Learning core advantage by learning anywhere at any time to encourage students.
IMPLICATION FOR PRACTICES
IMPLICATION FOR PRACTICES To improve subjective norms towards
IELTS e-Learning Course Consider using expert opinions as testimonial
interview to influence students’ intention to enroll in IELTS e-Learning course.
Which may called imitation campaign for example “To be success same as your idols by learning IELTS online course”.
Preparing the media plan in combination with social influence plan in order to promote the course.
RECOMMENDATION FOR FURTHER RESEARCH Future researches should be conducted continuously to
investigate more factors that will influence students’ intention to enroll in IELTS e-Learning course.
The potential learners in other provinces should be investigated in further research similarly to potentials in other countries.
The future research might include other factors such as institution characteristics i.e. reputation, instructors, system’s security, prior computer experience and etc.
To ask respondents to evaluate the most influence media in order to have effective media plan for the IELTS e-Learning course.
Follow-up studies, should consider the actual behavioral data using the systems in order to extend the efficiency of the IELTS e-Learning systems.
Thank you very much for your attention!