FACTORS THAT DETERMINE THE EFFECTIVENESS

OF E-LEARNING FOR SECONDARY SCHOOL

STUDENTS IN KLANG VALLEY, MALAYSIA

BY

SUBRAMANIAM S/O PALANISAMY

A thesis submitted in fulfilment of the requirement for the

degree of Doctor of Philosophy in Information Technology

Kulliyyah of Information and Communication Technology

International Islamic University Malaysia

SEPTEMBER 2019

ii

ABSTRACT

E-Learning is continuously receiving favorable acceptance among the learning

institutions since it plays an important role in providing convenient and effective

learning to learners. Since e-learning was introduced in schools in Malaysia for over a

decade ago, there has been much interest in understanding the implementation of e-

learning in schools and the factors determining the effectiveness of e-learning among

students. At the same time, since the study investigates the factors contributing to the

effectiveness of e-learning from the users‟ perspective, it is important to find the role

of e-learning in helping students achieve their educational goals. The objective of this

study is to find the factors which determine the effectiveness of e-learning among

students in secondary schools in Malaysia. The study further investigates the

relationship among the determinants of effective e-learning. The study involves three

phases, namely preliminary visit to schools to get information about the

implementation, observation on students who are using the e-learning system and

collection of information and feedback from the e-learning students. A quantitative

research method was used for this study. Questionnaires were devised and adopted as

a main research instrument for the study. The questionnaires were also used to provide

quantitative description about the sample chosen within the population. The collected

data was analyzed and the findings were explained in detail. The study identified

factors such as use of e-learning, user satisfaction, system quality, content quality and

self-efficacy have significant influence on the effectiveness of e-learning. User

satisfaction has the highest influence on the effectiveness of e-learning (57%). This is

followed by use of e-learning which is 39%. Whereas, system quality has 25%

significant influence on the effectiveness of e-learning through user satisfaction and

13% significant influence through use of e-learning. Next, content quality has 17%

significant influence on the effectiveness of e-learning through user satisfaction and

9% significant influence through use of e-learning. Lastly, self-efficacy has 14%

significant influence on the effectiveness of e-learning through user satisfaction and

9% significant influence through use of e-learning. Overall, the result shows that

system quality and content quality play important role in determining the effectiveness

of e-learning besides the students‟ direct involvement with self-efficacy and

satisfaction of using the system. Unfortunately, perceived ease of use and perceived

usefulness failed to show their significant influence on the effectiveness of e-learning.

This means the students were not much influenced by these factors as they were using

the system for quite long and may not feel the importance of these factors for their

learning now. Next, even though the delivery method did not show direct influence on

the use of e-learning and user satisfaction, it has shown its indirect influence through

the other antecedents such as system quality, content quality and self-efficacy. This

means the delivery of content still needs considerable attention so that the students can

use and benefit well from e-learning system. Lastly, the research contribution, future

research and recommendation were explained in detail. In general, the finding of the

study benefits the e-learners, the e-learning system implementers and the researchers

as well.

iii

خلاصة البحثABSTRACT IN ARABIC

من مؤسسات التعليم لأنو يلعب دوراً مهماً في يتلقى التعليم الإلكتًوني باستمرار قبولًً ايجابياً توفير التعلم الدريح والفعّال للمتعلمين. منذ إدخال التعليم الإلكتًوني في الددارس في ماليزيا منذ أكثر من عقد، كان ىناك اىتماماً كبيراً بفهم تطبيق التعليم الإلكتًوني في الددارس

في الوقت نفسو، نظراً لأن الدراسة تًوني بين الطلاب.والعوامل التي تحدد فعالية التعليم الإلكتبحث في العوامل التي تسهم في فعالية التعليم الإلكتًوني من منظور الدستخدمين، كان من الدهم إيجاد دور التعليم الإلكتًوني في مساعدة الطلاب على تحقيق أىدافهم التعليمية. الذدف

تحدد فعالية التعليم الإلكتًوني بين للاب الددارس من ىذه الدراسة ىو إيجاد العوامل التيتبحث الدراسة في العلاقة بين محددات التعليم الإلكتًوني الفعّال. تتضمن الثانوية في ماليزيا.

الدراسة ثلاثة مراحل، وىي الزيارة الأولية للمدارس للحصول على معلومات حول التطبيق، التعليم الإلكتًوني، وجمع الدعلومات والتعليقات ومشاىدة الطلاب الذين يستخدمون نظام

من للاب التعليم الإلكتًوني. تمَّ استخدام لريقة كمية لذذه الدراسة حيث اعتُمِدت كما تمَّ استخدام الًستبيانات الخاصة بالدراسة وتم تعديلها باعتبارىا منهجية بحثية رئيسية.

تيارىا من بين المجتمع الًحصائي من خلال الًستبيانات لتوفير وصف كمي للعينة التي تم اخجمع البيانات. وقد تم تحليل البيانات التي تم جمعها وشرح النتائج بالتفصيل. حددت الدراسة عدة عوامل لذا تأثير كبير على فعالية التعليم الإلكتًوني مثل استخدام التعليم الإلكتًوني،

وجدت الدراسة أن رضا والفعالية الذاتية.ورضا الدستخدم، وجودة النظام، وجودة المحتوى، ويلي ذلك استخدام (.%75الدستخدم لديو أعلى تأثير على فعالية التعليم الإلكتًوني )

% على 57%. بينما وُجِدَ أن جودة النظام لذا تأثير كبير بنسبة 93التعليم الإلكتًوني وىو من خلال %39كبير بنسبة فعالية التعليم الإلكتًوني من خلال رضا الدستخدم وتأثير

على فعالية التعليم %35استخدام التعليم الإلكتًوني. بعد ذلك، تأثر جودة المحتوى بنسبة من خلال استخدام التعليم الإلكتًوني. %3الإلكتًوني من خلال رضا الدستخدم وبنسبة

من خلال رضا % على فعالية التعليم الإلكتًوني 31الفعالية الذاتية بنسبة أخيراً، تأثر

iv

لقد أوضحت النتائج أن من خلال استخدام التعليم الإلكتًوني. %3الدستخدم و بنسبة جودة النظام وجودة المحتوى يلعبان دوراً مهماً في تحديد فعالية التعليم الإلكتًوني إلى جانب

عن مشاركة الطلاب الدباشرة في استخدام النظام مع الكفاءة الذاتية والحصول على الرضا استخدام النظام. لسوء الحظ، فشلت سهولة الًستخدام والفائدة الدتصورة في إظهار تأثيرىا الكبير على فعالية التعليم الإلكتًوني. ىذا يعني أن الطلاب لً يتأثرون كثيراً بهذه العوامل

علمهم لأنهم كانوا يستخدمون النظام لفتًة لويلة جدًا وربما لً يشعرون بأهمية ىذه العوامل لتبعد ذلك، على الرغم من أن لريقة التوصيل لم تظهر تأثيراً مباشراً على استخدام الآن.

التعليم الإلكتًوني ورضا الدستخدم، فقد أظهرت تأثيرىا غير الدباشر من خلال السوابق الأخرى مثل جودة النظام وجودة المحتوى والفعالية الذاتية على فعالية التعليم الإلكتًوني. ىذا

يعني أن توصيل المحتويات لً يزال يحتاج إلى اىتمام كبير حتى يتمكن الطلاب من استخدام النظام بشكل جيد وينغمس في التعلم الإلكتًوني بشكل فعال. في الختام، تم شرح مساهمة البحث، والبحث الدستقبلي، والتوصية بالتفصيل. بشكل عام، فإن نتائج الدراسة تفيد

.ونيين ومنفذي نظام التعليم الإلكتًوني والباحثين كذلكالدتعلمين الإلكتً

v

APPROVAL PAGE

The thesis of Subramaniam S/O Palanisamy has been approved by the following:

_____________________________

Abdul Rahman Ahlan

Supervisor

_____________________________

Asadullah Shah

Internal Examiner

_____________________________

Ayman Bassam

External Examiner

_____________________________

Khalid Mahmood

External Examiner

_____________________________

Radwan Jamal Elatrash

Chairman

vi

DECLARATION

I hereby declare that this thesis is the result of my own investigations, except where

otherwise stated. I also declare that it has not been previously or concurrently

submitted as a whole for any other degrees at IIUM or other institutions.

Subramaniam S/O Palanisamy

Signature ........................................................... Date .........................................

vii

COPYRIGHT

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF

FAIR USE OF UNPUBLISHED RESEARCH

FACTORS THAT DETERMINE THE EFFECTIVENESS OF E-

LEARNING FOR SECONDARY SCHOOL STUDENTS IN KLANG

VALLEY, MALAYSIA

I declare that the copyright holders of this thesis are jointly owned by the student and

IIUM.

Copyright © 2019 Subramaniam S/O Palanisamy and International Islamic University Malaysia. All

rights reserved.

No part of this unpublished research may be reproduced, stored in a retrieval system,

or transmitted, in any form or by any means, electronic, mechanical, photocopying,

recording or otherwise without prior written permission of the copyright holder

except as provided below

1. Any material contained in or derived from this unpublished research may

only be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print

or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieved system

and supply copies of this unpublished research if requested by other

universities and research libraries.

By signing this form, I acknowledged that I have read and understand the IIUM

Intellectual Property Right and Commercialization policy.

Affirmed by Subramaniam S/O Palanisamy

……..…………………….. ………………………..

Signature Date

viii

ACKNOWLEDGEMENTS

Firstly, it is my utmost pleasure to dedicate this work to my dear parents and my

family, who granted me the gift of their unwavering belief in my ability to accomplish

this goal: thank you for your support and patience.

I wish to express my appreciation and thanks to those who provided their time,

effort and support for this project. To the members of my thesis committee, thank you

for sticking with me.

Finally, a special thanks to my supervisor Associate Professor Dr. Abdul

Rahman Ahlan for his continuous support, encouragement and leadership, and for

that, I will be forever grateful.

ix

TABLE OF CONTENTS

Abstract ........................................................................................................................ ii Abstract in Arabic ........................................................................................................ iii Approval Page .............................................................................................................. v

Declaration ................................................................................................................... vi Copyright ..................................................................................................................... vii Acknowledgements ...................................................................................................... viii List of Tables ............................................................................................................... xiii List of Figures .............................................................................................................. xv

List of Abbreviations ................................................................................................... xvii

CHAPTER ONE: INTRODUCTION ...................................................................... 1

1.1 Overview ................................................................................................... 1 1.2 Research Background................................................................................ 4 1.3 Problem Statement .................................................................................... 7 1.4 Research Objectives .................................................................................. 9

1.5 Research Questions ................................................................................... 10 1.6 Significance of the Study .......................................................................... 11

1.7 Scope of the Study .................................................................................... 12 1.8 Theoretical Framework ............................................................................. 12 1.9 Definition of Terms ................................................................................... 13

1.10 Organization of Thesis .............................................................................. 19

CHAPTER TWO: LITERATURE REVIEW ......................................................... 21 2.1 Introduction ............................................................................................... 21

2.2 Digital Native ............................................................................................ 21 2.3 National E-Learning Policy....................................................................... 22

2.4 E-Learning Definition ............................................................................... 22 2.5 Benefit of E-Learning ............................................................................... 26

2.6 E-Learning Initiatives in Malaysian Schools ............................................ 27 2.7 Implementation of E-Learning in Malaysian Smart Schools .................... 29 2.8 Implementation of E-Learning Virtual Learning Environment Frog

(VLE Frog) in All Government Schools in Malaysia ............................... 33 2.9 E-Learning Portals in Malaysia ................................................................. 36

2.9.1 Conceptual Interaction among Four Entities with the School

E-Learning Portal. ........................................................................... 37

2.9.2 Learning Management System (LMS) ........................................... 40 2.9.3 Malaysian Grid for Learning (myGFL) .......................................... 43 2.9.4 Penang E-Learning Community Project (SIPI-School

Industry Partnership Program) ........................................................ 44 2.9.5 K-Perak E-Learning Cluster (KPEC) Project ................................. 44

2.9.6 The Chinese Smart Schools ............................................................ 45 2.9.7 Edubestari.com ............................................................................... 45

2.10 Role of Private Sector in Fostering E-Learning ...................................... 46 2.10.1 Private Smart Schools ................................................................. 46 2.10.2 Smart Utusan Education Portal ................................................... 46

x

2.10.3 Maxis eKelas ............................................................................... 47

2.10.4 In.trique Learning Module .......................................................... 48 2.11 Challenges and Issues Involved in Implementing E-Learning in

Schools .................................................................................................... 48 2.12 Factors Determine the Effectiveness of E-Learning ............................... 49 2.13 Chapter Summary .................................................................................... 72

CHAPTER THREE: THEORETICAL FRAMEWORK ...................................... 73

3.1 Introduction ............................................................................................... 73 3.2 Research Framework ................................................................................. 74

3.2.1 Technology Acceptance Model (TAM) .......................................... 74 3.2.1.1 Perceived Usefulness ........................................................ 77 3.2.1.2 Perceived Ease of Use ...................................................... 78

3.2.2 Updated Information Systems Success Model (User

Satisfaction) .................................................................................... 79

3.2.2.1 Information Quality (Content Quality) ............................. 80 3.2.2.2 System Quality ................................................................. 82 3.2.2.3 User Satisfaction ............................................................... 83 3.2.2.4 Use of E-Learning System ................................................ 85

3.2.2.5 Net Benefit (The effectiveness of E-Learning) ................ 86 3.2.3 Delivery method ............................................................................. 87

3.2.4 Self-Efficacy ................................................................................... 88 3.3 Proposed Research Model ......................................................................... 89 3.4 Hypotheses ................................................................................................ 94

3.4.1 Variables and Research Model ....................................................... 94 3.4.1.1 Perceived Ease of Use ...................................................... 94

3.4.1.2 Perceived Usefulness ........................................................ 95 3.4.1.3 System Quality ................................................................. 96

3.4.1.4 Content Quality ................................................................ 96 3.4.1.5 Delivery Method ............................................................... 97 3.4.1.6 Self-Efficacy ..................................................................... 98

3.4.1.7 Use of E-Learning ............................................................ 99

3.4.1.8 User Satisfaction ............................................................... 100 3.5 Chapter Summary...................................................................................... 100

CHAPTER FOUR: RESEARCH METHODOLOGY ........................................... 102 4.1 Introduction ............................................................................................... 102

4.2 Research Design ........................................................................................ 102 4.3 Preliminary Study ..................................................................................... 104

4.4 Pre-Test ..................................................................................................... 105 4.5 Pilot Study ................................................................................................. 106 4.6 Research Setting ........................................................................................ 108 4.7 Population, Method of Sampling and Sample Size ................................... 108 4.8 Questionnaires ........................................................................................... 110

4.9 The Measurements .................................................................................... 112

4.10 Field Study and Data Collection ............................................................... 114

4.11 Data Analysis. .......................................................................................... 114

4.12 Chapter Summary..................................................................................... 114

xi

CHAPTER FIVE: DATA ANALYSIS AND FINDINGS ...................................... 116

5.1 Introduction ............................................................................................... 116 5.2 The Respondents‟ Gender, Age, Race and Family Income ...................... 116

5.3 The Respondents‟ Computer and Internet Access .................................... 117 5.4 The Respondents‟ Computer Proficiency Skill ......................................... 120 5.5 Measurement Model.................................................................................. 121

5.5.1 Exploratory Factor Analysis of Study Factors (EFA) .................... 121 5.5.1.1 Perceived Usefulness ........................................................ 124

5.5.1.2 Perceived Ease of Use ...................................................... 124 5.5.1.3 Delivery Method ............................................................... 125 5.5.1.4 Content Quality ................................................................ 126 5.5.1.5 System Quality ................................................................. 127 5.5.1.6 Self-Efficacy ..................................................................... 127

5.5.1.7 User Satisfaction ............................................................... 128 5.5.1.8 Use of E-learning .............................................................. 129

5.5.1.9 Effectiveness of E-learning .............................................. 130 5.6 Measurement Model and Full-Fledged Model .......................................... 131

5.6.1 Perceived usefulness (PU) .............................................................. 132 5.6.2 Perceived Ease of Use (PEU) ......................................................... 135

5.6.3 Delivery Method (DM) ................................................................... 136 5.6.4 Content Quality (CQ) ..................................................................... 137

5.6.5 System Quality (SQ) ....................................................................... 138 5.6.6 Self-Efficacy (SE) ........................................................................... 139 5.6.7 User satisfaction (US) ..................................................................... 141

5.6.8 Use of E-Learning (USE) ............................................................... 141 5.6.9 Effectiveness of E-Learning (EEL) ................................................ 142

5.7 Structural Equation Modeling ................................................................... 143 5.8 Research Study Model .............................................................................. 149

5.8.1 Comparison between Proposed Research Model and Final

Research Model .............................................................................. 153 5.9 Chapter Summary...................................................................................... 155

CHAPTER SIX: FINDING AND DISCUSSION .................................................... 156 6.1 Introduction ............................................................................................... 156 6.2 Relationship Between Factors and Hypotheses of the Study .................... 159

6.2.1 The Role of System Quality on E-Learning Effectiveness ............. 159 6.2.2 The Role of Content Quality on Effectiveness of E-Learning ....... 161

6.2.3 The Role of Delivery Method on Effectiveness of E-

Learning .......................................................................................... 163

6.2.4 Role of Self Efficacy on Effectiveness of E-Learning ................... 165 6.2.5 Role of Use of E-learning on Effectiveness of E-learning ............. 167 6.2.6 Role of Users‟ Satisfaction on Effectiveness of E-learning ........... 169

6.3 Unmeasured Hypotheses and Summary of Hypotheses ........................... 171 6.4 Chapter Summary...................................................................................... 175

CHAPTER SEVEN: RESEARCH CONTRIBUTIONS AND IMPLICATIONS ....... 176 7.1 Introduction ............................................................................................... 176 7.2 Research Contributions and Implications ................................................. 176

7.2.1 Theoretical Contributions and Implications ................................... 176

xii

7.2.2 Practical Contributions and Implications ........................................ 181

7.2.3 Methodological Contributions and Implications ............................ 181 7.3 Research Limitations ................................................................................. 183

7.4 Future Research ......................................................................................... 183 7.5 Conclusion ................................................................................................ 185

REFERENCES ........................................................................................................... 188

APPENDIX A: Questionnaires in English ................................................................ 210 APPENDIX B: Questionnaires in Malay .................................................................. 216 APPENDIX C: Approval and Permission Letters to Do Research ........................... 222 APPENDIX D: Permission for Research Data Collection ........................................ 224

xiii

LIST OF TABLES

‎Table No. Page No.

2.1 Malaysian Government and Private Bodies Initiated E-Learning

Portals 37

‎2.2 Literature Review about the Authors, Domain of Research and

Research Finding 68

‎3.1 The contributing factors and supporting literature 90

‎3.2 Dependent variable and Independent variables 91

‎4.1 Reliability Score for Pilot Study 107

‎4.2 Sample Size Calculation 109

‎5.1 Respondents‟ Demographic Profile 117

‎5.2 The respondents‟ Computer and Internet Access 119

‎5.3 The respondents‟ Computer Proficiency Skill 121

‎5.4 Exploratory Factor Analysis (EFA) for E-learning Use, User

Satisfaction and E-Learning Effectiveness-Rotated Component

Matrix 122

‎5.5 Exploratory Factor Analysis (EFA) for Self-Efficacy, System

Quality and Content Quality-Rotated Component Matrix 123

‎5.6 Exploratory Factor Analysis (EFA) for Ease of Use, Perceived

Usefulness and Delivery Method-Rotated Component Matrix. 123

‎5.7 Reliability Statistics of Perceived Usefulness 124

‎5.8 Item-Total Statistics of Perceived Usefulness 124

‎5.9 Reliability Statistics of Perceived Ease of Use 125

‎5.10 Item-Total Statistics of Perceived Ease of Use 125

‎5.11 Reliability Statistics of Delivery Method 125

‎5.12 Item-Total Statistics of Delivery Method 126

‎5.13 Reliability Statistics of Content Quality 126

‎5.14 Item-Total Statistics of Content Quality 126

xiv

‎5.15 Reliability Statistics of System Quality 127

‎5.16 Item-Total Statistics of System Quality 127

‎5.17 Reliability Statistics of Self-Efficacy 128

‎5.18 Item-Total Statistics of Self-Efficacy 128

‎5.19 Reliability Statistics of User Satisfaction 128

‎5.20 Item-Total Statistics of User Satisfaction 129

‎5.21 Reliability Statistics of E-learning Use 129

‎5.22 Item-Total Statistics of E-learning Use 130

‎5.23 Reliability Statistics of E-learning Effectiveness 130

‎5.24 Item-Total Statistics of E-learning Effectiveness 131

5.25 Valid Items for Measurement Model 146

‎5.26 Convergent Validity and Construct Reliability 148

5.27 Discriminant Validity 149

5.28 Recommended Fit Statistics 152

5.29 Results of Revised Hypothesized Model 153

xv

LIST OF FIGURES

‎ Figure No. Page No.

‎‎2.1 Partial Organizational Structure of School 38

‎2.2 Conceptual Interaction among Four Entities with the School E-

learning Portal 39

‎2.3 The Interaction between LMS and LCMS 42

‎3.1 Technology Acceptance Model (TAM) 76

‎3.2 Updated Information Systems Success Model (UISS) DeLone &

McLean (2002, 2003) 79

3.3 Proposed research model 93

‎‎4.1 Research Flow 103

5.1 Initial CFA model for Perceived Usefulness 133

‎5.2 Revised CFA model for Perceived Ease of Use 134

5.3 Revised CFA model for Perceived Ease of Use (Final) 134

‎5.4 Initial CFA model for PEU 135

‎5.5 Initial CFA model for Delivery Method 136

‎5.6 Revised CFA model for Delivery Method 137

5.7 CFA model for Content Quality 138

5.8 Initial CFA model for System Quality 139

5.9 Revised CFA model for System Quality 139

5.10 Initial CFA model for Self-Efficacy 140

5.11 Revised CFA model for Self-Efficacy 140

5.12 CFA model for User Satisfaction 141

5.13 Initial CFA model for Use of E-Learning 142

5.14 Revised CFA model for Use of E-Learning 142

5.15 CFA model for Effectiveness of E-Learning 143

xvi

5.16 Full Measurement Model 144

5.17 Figure Revised Full Measurement Model 145

5.18 Full-Fledged Structural Model 150

5.19 Revised Full-Fledged Structural Model 151

5.20 Proposed Research Model 154

5.21 Final Research Model 155

xvii

LIST OF ABBREVIATIONS

DU Discourse Unit

CFA Confirmatory Factor Analysis

EFA Exploratory Factor Analysis

SEM Structural Equation Modeling

PEU Perceived Ease of Use

PU Perceived Usefulness

DM Delivery Method

USE Use of E-Learning

US User Satisfaction

EEL Effectiveness of E-Learning

CQ Content Quality

SQ System Quality

SE Self-Efficacy

AVE Average Variance Extracted

CR Composite Reliability

RMSEA Root Mean Square Error of Approximation

MLE Maximum Likelihood Estimation

TLI Turker-Lewis Index

CFI Comparative Fix Index

TAM Technology Acceptance Model

‎

1

CHAPTER ONE

INTRODUCTION

1.1 OVERVIEW

Advancement in ICT and network technology has prompted education to undergo

radical changes in the way that subject matter is delivered to students, information

being exchanged between teachers and students and peer students and the way they

are communicating with each other when they indulge themselves in the teaching and

learning process. The innovative and interactive technology applications have changed

the students‟ learning methods (Furio et al., 2015). This has prompted the learners to

undergo e-learning (electronic learning). Based on this characteristics, e-learning is

defined as an educational intervention mediated electronically through internet

(Alberto Vaona, 2018) or a process/method of delivering learning, learning materials,

training and education programs to the learners via electronic media (Li et. al, 2009).

E-learning caused the passive learning to become active learning across other

subjects (De Koning -Veenstra et al., 2014). Besides, it provides an alternative to

traditional face-to-face classroom education to the learners and enables them to access

the learning materials and any information related to their studies without time or

geographical restriction (Al-Samarraie et al., 2016).

The network devices are fully utilized in the educational field to optimize the

teaching and learning outcomes (Hsu et al., 2013). Besides, the integration of

technology into the pedagogy helps the students to engage themselves in meaningful

learning and achieve high level effective learning (Su, C.H. et al., 2013).

This is due to the facilities that were provided by the internet technology for

the students to enhance their knowledge and performance in their education (Leipsing

2

et al., 2006). In addition, Information Technology has offered students with the

opportunity to choose and use the e-learning system extensively as a favorite mode of

learning (Selim, 2007).

As a result of this, the teaching and learning process which previously takes

place only in confined classrooms with limited time, place and number of students,

has shifted to a more dynamic, interactive and communicative mode. The teaching

and learning process takes place at any time and at any place. Moreover, e-learning

caters for bigger number of students beyond the restricted number. Since e-learning

has become an interactive, attractive and effective way of learning (Paradise, 2008), it

is considered as an educational paradigm (Sangra and Vlachopoulus, 2010).

E-learning materials are delivered through electronic media such as internet,

intranet, extranet, interactive television, video tapes, audio and satellite broadcast CD

ROM (Urdan & Weggen, 2000). It uses multimedia technology to integrate and

present text, sound, image and video to the learners (Zang at el., 2004). Based on the

nature and the characteristics of e-learning, it is often viewed similar to Web Based

Learning (WBL), Open Flexible Learning (OFL), Advanced Distributed Learning

(ADL), Online Learning (OL) and Wired Learning (WL) (Khan, 2005).

The Rapid growth of e-learning particularly in education has dramatically

increased and attracted much attention of e-learners and service providers. The

growth of e-learning is attributed mainly to its supposed benefits and improved

learning capacity even though it has minor issues such as human to human contact.

There are various reasons which motivated the use of e-learning in schools at all levels

by government and private schools. Firstly, many literatures have shown that e-

learning prove to be an effective way of learning in schools especially in developed

countries. Secondly, e-learning is introduced to the children in kindergartens.

3

Children at young age were exposed to the use of e-learning in early education.

Thirdly, it is introduced to the students in schools and higher learning institutions with

synchronous and asynchronous mode of teaching and learning. Fourthly, e-learners

are more interested in spending time on self-paced and self-directed learning.

Therefore, e-learning has become a generally acceptable option of learning practice in

all type of learning institutions.

In Oxford dictionary, the word effectiveness is defined as the degree to which

something is successful in producing a desired result or achieving success. An

effective e-learning system will help learners interact with e-learning system

efficiently and learn effectively. At the same time, it also must help them acquire

more knowledge, help them retain the acquired knowledge and improve their

performance in their education. In short, it should cause positive impact on their

learning. In order to achieve this, the e-learning system must play an important role in

helping the learners be motivated, become active participants and learn effectively.

In relation to this, Clark D. (2002) cited that a well-designed e-learning system

can help the e-learners involve themselves with their learning and become active

learners. Subsequently, the learners acquire more knowledge and skills better than the

traditional teacher-centered method. Besides, this will help them increase their

retention rate with e-learning system. Compared to classroom teaching, e-learning was

found to be 11% more effective and the learners have shown their great interest in

indulging themselves in this type of learning mode because it offers good

communication and interaction with learning materials and the teachers (Sitzmann, et

al., 2008). In addition, the effect of e-learning on e-learners has been dramatic and

lasts for longer period of time. Sixty two percent of e-learning students‟ learning

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achievements in studies were equal or better when compared to those in teacher-

centered traditional classes (Allen and Seaman, 2006).

It is important to understand the factors which determine the effectiveness of e-

learning among e-learners. This is to create a better, appropriate, conducive and

effective learning environment to the learners so that they can use the system well and

learn effectively. Previous researches have proven that there were many factors that

contributed to the effectiveness of e-learning (Pham, Q. & Huynh, M., 2018). This

study focuses on the user satisfaction and use of e-learning as immediate antecedents

of effectiveness of e-learning and other related factors such as learners perceived

usefulness, perceived ease of use, system quality, contents quality, delivery method

and self-efficacy. The study is focused on the students from Malaysian secondary

schools who use the e-learning system to learn besides classroom learning.

1.2 RESEARCH BACKGROUND

The importance of e-learning and the fact that it is in the midst of succeeding

traditional learning method are widely acknowledged. This scenario has sparked the

need for the implementation of e-learning in learning institution such as higher

learning institutions and schools especially in developed and developing countries.

Many previous researches on the effectiveness of e-learning have proven that the

implementation of e-learning methods in elementary schools to be fruitful and

knowledge acquired by the e-learners through e-learning is permanent and effective

compared with traditional classroom teaching (Hwang et al., 2015).

Due to this, educational institutions have started to focus more on e-learning

implementation and strove to make it effective and successful. Accordingly, many

researchers have started to explore e-learning and participated in finding the factors

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which could determine the effectiveness of e-learning. Consequently, this would lead

to better implementation of e-learning method in learning institutions, thus facilitating

e-learners to learn more effectively.

Although the effectiveness of e-learning has been researched over the years, it

still remains fragmented and further research need to be conducted as the technology

gains advancement in providing better learning facilities using computers, electronic

communication and internet. Many scholars have since conducted research on the

factors which determine the effectiveness of e-learning among e-learning students in

developed countries.

The majority of e-learning research in secondary schools are focused on the e-

learners‟ intrinsic motivation to learn independently and in conducive learning

environments (Roblyer et.al, 2008; Weiner, 2003). Some of the research focused on

the e-learners‟ interaction level in e-learning courses and their performance (Herring

& Clevenger-Schmertzing, 2007) and few studies attempted to ascertain students‟

performance. A study on e-learning students on technology and isolated learning

environment revealed that even though the e-learning students were struggling with

the technology and isolated learning environment, they still enjoyed e-learning

(Dewstove et al., 2005; Tunison et al., 2001). Another study was also conducted by

(Selim, 2007) on the Critical Success Factors (CSFs) of e-learning students‟

perceptions. Their perception on instructor characteristics is the most critical factor in

e-learning compared with IT infrastructure and the support from their learning

institutions. The student characteristics factor was perceived as the least critical factor

for the success of e-learning. A study conducted on elementary students to find the

impact of technology on learning effectiveness revealed that technology has medium

effect on their learning effectiveness (Sumedha Chauhan, 2016).

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Besides, Ngai et al., (2007) cited limited empirical examination were

conducted on the determinants of e-learners‟ adoption and adaption. Since most of the

researches on e-learners were conducted in developed countries, research attention

must be given to e-learners in developing countries too (Hasan & Ditsa, 1998). This is

important to compare the effectiveness of e-learning in developing countries with

developed countries. Subsequently, this would lead to better provision of learning

environment to the e-learners in developing countries.

In general, most of the previous studies on the IS success models pertaining to

e-learning focused on a particular or single model except researchers such as

Hassanzadeh (2012) and Hossain Mohammadi (2015) who used TAM and ISS

model to find the effectiveness of e-learning. Even then, these studies were conducted

in higher learning institutions.

In Malaysia, e-learning courses were adopted by most of the higher learning

institutions. However, the adoption of e-learning in schools in Malaysia is not wide

because the government only implemented e-learning in selected schools at the

beginning. At first, e-learning was introduced in smart schools in 1999 and followed

by introduction of Learning Management System (LMS) in 120 selected schools.

Later, in 2012, Virtual Learning Environment FROG was introduced in 10 000

schools in Malaysia and it is still in use today.

Notably, the way e-learning is implemented in Higher Learning Institution is

different from the way it is implemented in Malaysian secondary schools in terms of

teaching and learning, assignments and evaluation. The e-learners in Higher Learning

Institution deploy full e-learning mode. On the other hand, the e-learners in secondary

schools, only partially use e-learning system while concurrently undergoing traditional

method of teaching and learning with their teachers in the classroom. This means they

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are undergoing blended learning. The e-learners in the schools need more attention

and assistance from their teachers even though they can access the e-learning system,

read and download the e-learning materials, answer the given questions or

assignments using online system similar to the e-learning students in Higher Learning

Institution.

The literature review reveals that e-learning research is diversified into many

fields and is very complex. Obviously, most of the e-learning researches were

conducted in Higher Learning Institutions (universities and colleges) in Malaysia and

the emphasis was given to the determinants of e-learning effectiveness. However, not

much attention was given to the determinants of e-learning effectiveness in secondary

schools in Malaysia (Rohana Abdul Rahman, 2004). Furthermore, very limited studies

were conducted on the combined effects of the determinants of e-learning

effectiveness among e-learners in secondary schools. This gap has been identified in

this study and seeks to address it.

In summary, since there was a lack of focus given to the factors which

determine the effectiveness of e-learning in Malaysian secondary schools, this study

intends to identify the factors and provide suggestions to make e-learning more

effective and beneficial to the students.

1.3 PROBLEM STATEMENT

E-learning is often referred to as electronic learning. It can be considered as

an educational paradigm (Sangra et al., 2010). The e-learning students do not depend

on chalk and talk method which is a traditional method. Their teaching and learning

activities depend on the electronic devices whereby they access the learning materials

by themselves and engage themselves in e-learning with very little assistance from