International Journal of Education and Pedagogy (IJEAP) eISSN: 2682-8464 | Vol. 4 No. 4 [December 2022]
Journal website: http://myjms.mohe.gov.my/index.php/ijeap
INVESTIGATING THE TEACHERS’ INTENTION TO CONTINUE USING AN E-LEARNING SYSTEM VIA POST-
ACCEPTANCE MODEL
Ling Ling Ung1*, Tammie Christy Saibin2 and Gloria Jennis Tan3
1 2 Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA Sabah Branch, Kota Kinabalu, MALAYSIA
3 Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA Terengganu Branch, Kuala Terengganu, MALAYSIA
*Corresponding author: [email protected]
Article Information:
Article history:
Received date : 30 October 2022 Revised date : 4 December 2022 Accepted date : 15 December 2022 Published date : 19 December 2022
To cite this document:
Ung, L. L., Saibin, T. C., & Tan, G. J.
(2022).INVESTIGATING THE TEACHERS’ INTENTION TO
CONTINUE USING AN E-LEARNING SYSTEM VIA POST-ACCEPTANCE MODEL. International Journal of Education and Pedagogy, 4(4), 79-92.
Abstract: A previous study has proposed an e-learning system known as myCTGWBL to support Malaysian teachers in acquiring computational thinking teaching-learning knowledge. Hence, this study aims to examine the teachers' intent to continue utilising the system. It integrates significant determinants of e-learning usage into a post- acceptance model of information system continuance. A questionnaire was disseminated to 369 teachers who are existing users of myCTGWBL, of which 163 answered to the survey. The partial least squares path approach of structural equation modelling was used to analyse the data, which supported five out of the eight presented hypotheses. The study seeks to predict the teachers’ intention of continuance, which is believed to be affected by their perceived utility and benefits gained from utilising the proposed system. The results showed that although most teachers decided not to continue using the system, the provision of incentives may encourage them to change their mind. Unexpectedly, perceived usefulness and satisfaction are not significant determinants. Thus, these findings may contribute to ongoing research on the sustainable use of learning information systems by validating the post-acceptance
1. Introduction
An e-learning system known as the “Malaysia Computational Thinking Guru Web-based Learning”
(myCTGWBL) (Ling-Ling, Labadin, & Suraya Mohamad, 2021) was developed in 2019. It is a localised e-learning system that provides Malaysian teachers with a computational thinking (CT)- based teaching-learning (T-L) knowledge. An investigation was carried out and reported by Ung, Labadin, and Mohamad (2022), is a cross-sectional study, which also compiled the teachers’
impression of myCTGWBL in a specific time frame. It found that the teachers’ satisfaction did not positively affect their intention to keep using the system. Hence, this investigation is an extension of that study, whereby a post-acceptance model of information system continuance is employed to investigate the users’ (teachers) intention to continue using myCTGWBL after three years. Based on concerns identified in the previous work, this study tries to determine whether the teachers’ perception of the system has changed and also attempts to find out its predominant factors. The objectives are:
1. To investigate the teachers’ intention to continue using myCTGWBL
2. To investigate the relationship in user intention with perceived usefulness, satisfaction and incentivisation
The research aims to delve deeper into the effects of perceived usefulness, satisfaction and incentive towards the users’ intention to continue using myCTGWBL in support of their CT-based T-L endeavour. It offers a thorough understanding of CT ideas that are linked to the real world, mirroring genuine T-L practices in Malaysian classrooms. The research questions (RQ1 and RQ2) are as follows:
1. Do the teachers intend to continue using myCTGWBL in support of their teaching and learning methods?
2. What are the significant determinants attributed to perceived usefulness, teachers' satisfaction and intention to continue using myCTGWBL?
2. Literature Review
How can you tell if a proposed information system (IS) is beneficial to its intended users? The advantages of using an IS may be stated from various viewpoints, such as increased productivity, quality of life and social life that make living more pleasant and joyful (Buckman, Bockstedt, &
Hashim, 2019); or measuring operational, technological and economic effectiveness to maintain a person’s well-being (Balakrishnan, Lin, & Sivaramakrishnan, 2016).
According to empirical studies of Garg (2020b); (Safsouf, 2020; Sharma & Saini, 2022; Wang, Lin,
& Su, 2021), the value of an IS’ success may be measured from the perspectives of technology, system quality and user satisfaction. Popular models employed, such as the technology acceptance model (TAM) (Davis, 1989), the theory of reasoned action (TRA) ((Fishbein & Ajzen, 1975) and the theory of planned behaviour (TPB) (Ajzen, 1985), are more psychological in nature, concentrating on attitudes/intentions toward adopting a particular IS or technology. However, they are known to be lacking in technology and task concentration.
On the other hand, the task-technology fit theory (TTF) (Goodhue, 1995) and the information system success model (ISS) (Delone & McLean, 2003) are technology-based theories that include task and technology characteristics, system and service quality, as well as support for the development of user behaviour, such as individual characteristics, user intention and satisfaction.
Bhattacherjee (2001) introduced the information systems continuance theory (ISCT), emphasized on explaining the user's intention to continue using an IS rather than their first use.
According to the paper, IS users' decision to continue using a system is similar to a consumer's decision to repurchase a product. ISCT is commonly utilized in different areas of research to explain the ongoing use of an IS, even in educational settings. It is frequently used to justify teachers' enthusiasm for using e-learning technologies (Al-Maroof, Alhumaid, Akour, & Salloum, 2021).
Similarly, other studies have expanded the hypothesis by including habitual habits as a mediating role between intention and actual usage (Elnagar, Afyouni, Shahin, Nassif, & Salloum, 2021). ISCT has successfully explained the significant determinants of digital use among learners in the educational context, primarily related to the e-learning system. Hence, in this investigation, this theory is seen fit as it focuses on the intention of teachers to continue using myCTGWBL in supporting their CT-based T-L activities.
3. Method
3.1 Research Model and Hypotheses
Our research model was based on the one described by T. Bøe, Gulbrandsen, and Sørebø (2015), as presented in Figure 1.
Figure 1: Research Model According to Bøe et al. (2015)
Many studies have shown that by aligning management and user goals in information technology implementation, people can be persuaded to continue utilising a newly proposed system (Abbasi Kasani, Shams Mourkani, Seraji, Rezaeizadeh, & Abedi, 2020; Tove Bøe, Sandvik, & Gulbrandsen, 2021; Ghosh, Muduli, Pingle, & Akram, 2021). The university administration or learning institution’s management could encourage the continued use of e-learning in education by adopting proper incentive mechanisms (Hanus & Fox, 2015). Incentive features such as grades (Baber, 2021), certification (Zainuddin, Shujahat, Haruna, & Chu, 2020), ratings ((Henry, Tang, Mukhopadhyay, &
Yap, 2021), and rewards would contribute to the teachers’ and students’ commitment to keep using education-based applications. As a result, the more users believe in the effectiveness of the management’s incentive system, the more they would continue to use the proposed IS. This leads to the first hypothesis:
H1. The school management support and incentives will positively impact teachers’ desire to continue using myCTGWBL as a CT-based T-L support tool.
The TAM defined "perceived usefulness" as a firm perception that using a given technology will increase his or her job performance (Davis, 1989). An e-learning system with the correct technology integration with relevant pedagogy would influence a learner’s perception that using the system could improve performance and productivity (Al-Abdullatif & Gameil, 2021; Al-Fraihat, Joy, Masa'deh, &
Sinclair, 2020; Safsouf, 2020). The construct was significant in the myCTGWBL system because of the various technologies and instructional approaches employed in delivering CT-based T-L activities. The second hypothesis is, therefore, articulated as follows:
H2. The degree of perceived usefulness of the teachers will positively affect their intention to continue using myCTGWBL.
User satisfaction had been known to form an inclination to continue using a newly introduced IS and even recommending it to others. The significance of user satisfaction on intention to use the suggested IS in an e-learning system has been widely investigated and verified (Daultani, Goswami, Kumar, &
Pratap, 2021; Pozón-López, Higueras-Castillo, Muñoz-Leiva, & Liébana-Cabanillas, 2021; Salim, El Barachi, Onyia, & Mathew, 2020). The more satisfied students were with their learning, the more likely they would continue using myCTGWBL as described in the third hypothesis.
H3. The teachers' level of satisfaction will positively affect the intention to continue using myCTGWBL.
Goal conflicts would be one of the principal-agency theory's most significant yet complicated attributes (Bhattacherjee, 2001). The use of this feature may inspire users to behave against the interests of management. Among the reasons was that the user of the proposed IS might not share the same goals or opinion as their organisation (Saleem, Noori, & Ozdamli, 2021), which would affect the users’ perceived usefulness. This issue was highlighted in Tove Bøe et al. (2021) and Li and Tsai (2020). The study of this factor would contribute to a greater understanding on the continuance of using an IS from a user’s perspective towards meeting their organisation’s goals. Hence, the fourth hypothesis:
H4. Goal conflicts between school management and teachers will positively impact teachers’
perceived usefulness
E-learning usefulness could influence a user’s satisfaction. The users’ perceived usefulness of an IS would be formed based on the system’s quality (Al-Fraihat et al., 2020), how effective it is in delivering the promised service (Alam et al., 2021) and its ability to bring improvements in the user’s productivity and ease their workload (Al-Adwan, Albelbisi, Hujran, Al-Rahmi, & Alkhalifah, 2021).
The literature showed that these attributes significantly affected the infusion of e-learning. Therefore, the fifth hypothesis is articulated as:
H5. If the teacher finds myCTGWBL useful, it will boost his or her level of satisfaction.
An organisation’s main objective in introducing an e-learning system was to improve teachers’
productivity or promote better work quality. However, the new implementation required the teachers to spend time, effort and even money to master the new technology (Qi, Cui, Li, & Han, 2021). Many studies had highlighted that even incentives might not positively affect the users’ acceptance of e- learning (Lina, Nani, & Novita, 2021; Liu & Tao, 2022; Marzal, Aryani, & Dewi, 2021). A user would naturally be attitudinally risk-averse when it came to perceived usefulness of e-learning systems (T. Bøe et al., 2015). The more reluctant to take risks the user was, the less he or she would perceive the system as useful (Ben Amor & Ben Yahia, 2021). Hence, the sixth hypothesis:
H6. If the teacher is risk-averse, this will reduce the perceived usefulness of myCTGWBL.
According to Bhattacherjee (2001), a user’s confirmation of their expectations in e-learning was crucial in cultivating their perception of its usefulness. E-learning had been acknowledged as a tool that benefited users in terms of technological, performance and usability characteristics (Lee & Chan, 2019). These were also factors that determined whether it would be adopted and continuously used.
The seventh hypothesis, therefore, is articulated as:
H7. The degree of confirmation among teachers will positively influence their perception of the usefulness of e-learning.
The relationship of confirmation towards satisfaction could be defined as comparing a user’s expectation with real life experience (Bhattacherjee, 2001). In this study, the teachers’ actual T-L experience in using myCTGWBL was measured to determine if the system had met their expectations. Hence, the final hypothesis:
H8. The degree of confirmation in the teachers' initial expectations will positively influence their level of satisfaction with myCTGWBL
Table 1 presents a description of the construct items.
Table 1: Description of Study Constructs and Items Constructs Items Description
Intention to continue
Int1 Int2 Int3
I plan to continue and even expand my usage of myCTGWBL in CT-based teaching.
I plan to expand my use of myCTGWBL to support CT-based classroom T-L activities.
If possible, I like to continue using myCTGWBL in CT-based education next year
Satisfaction Sat1 Sat2 Sat3
I am very happy with the service and quality of myCTGWBL.
I am delighted with the service and quality of myCTGWBL.
I am contented with the service and quality of myCTGWBL.
Perceived usefulness
PerU1 PerU2 PerU3 PerU4
Using myCTGWBL has improved the quality of my classroom CT-based T-L education.
My productivity as a teacher has improved because to the use of myCTGWBL.
The use of myCTGWBL has enhanced my effectiveness in delivering CT- integrated lessons.
Overall, the use of myCTGWBL is helpful in my classroom activities.
Confirmation Con1 Con2 Con3
My experience in using myCTGWBL in CT education is better than expected.
myCTGWBL has exceeded expectations in supporting my CT education.
Most of my expectations in utilizing myCTGWBL while carrying out CT- based T-L have been confirmed.
Goal conflicts GoalCo1 GoalCo2 GoalCo3
Using myCTGWBL has improved the learners’ flexibility in acquiring CT skills.
The use of myCTGWBL has increased student throughput.
The use of myCTGWBL has increased student recruitment.
Risk aversion RisA1 RisA2 RisA3
myCTGWBL provides a secure and reliable working platform.
myCTGWBL provides a familiar working atmosphere rather than a unaccustomed situation.
I feel that myCTGWBL is a risk-free application because I strongly prefer to avoid risks related to my T-L practices.
3.2 Sampling and Analysis
A simple electronic questionnaire was disseminated to existing users of myCTGWBL comprising 369 teachers from all over Malaysia who participated in a previous study to develop the system. The questionnaire was integrated into myCTGWBL as one of the modules. Respondents were provided with the questionnaire after completing three lesson modules. The questionnaire contained both close- and open-ended questions. In the former, respondents could answer them using a five-point Likert scale (1 = strongly disagree, 5 = strongly agree), while the latter is used to obtain the reasons.
The questions comprised two parts: Part 1 was to acquire the respondents’ demography and gauge their intention (addressing RQ1 below) and factors that influenced them (addressing RQ2 below) to continue using myCTGWBL. Part 2 included seven constructs adapted from Bøe et al. (2015), where the collected data were subjected to partial least squares (PLS) analysis using SPSS AMOS version 22 (SPSS Inc, Chicago, IL, USA) (Chin, 1998). Standard decision rules were referred to test the internal consistency, reliability and validity of the data (Hair, 2017). A simple text analysis (Paranyushkin, 2011) using the RapidMiner software (RapidMiner Inc, Boston, MA, USA) was executed on open-ended answers.
4. Results
Only 163 of the original 369 teachers contacted answered to the research questionnaire. The majority of respondents were between 36 and 45 years of age. Among the respondents, 112 (68.8 %) taught in primary schools (national and vernacular) and the rest (31.2%) were teaching in secondary schools.
The participating schools were distributed nationwide, with slightly more of them in urban areas compared with rural ones. Table 2 presents a description of the respondents.
Table 2: Descriptive Statistics of Respondents (n=163)
Demographics Values Percentage
Gender Female 78%
Male 22%
Age <30
30-35 36-45 46-55
26.6%
25.8%
45.4%
2.2%
School location Urban
Rural
59.4%
40.6%
4.1 RQ1: Do teachers intend to continue using myCTGWBL in support of their computational thinking-based teaching-learning practices?
In addressing RQ1, the answers concerning whether the respondents intended to continue using myCTGWBL in support of their CT-based T-L practices were obtained. Table 3 showcases the teachers’ response.
Table 3: Teacher’s Intent to Continue Using myCTGWBL in Support of Their Computational Thinking Teaching and Learning Practices
Response Percentage
Yes 20.7%
No 79.3%
4.2 RQ1: What are significant determinants attributing to teachers’ satisfaction and intention in using myCTGWBL?
Table 5 presents the construct reliability of the survey data. Reliability tests were executed; results indicated that all loadings were ≥0.70, demonstrating reliability in the construct items and that requirements were met (Hair, 2017). All the Cronbach’s alpha values were more significant than 0.70, except for the “Confirmation” construct, indicating that most of the Cronbach (1951) standards had been complied with. The composite reliability of different construct items was greater than 0.70.
There was clear indication that all items had consistently measured to their corresponding construct.
All the average variance extracted (AVE) had exceeded 0.50 (Fornell & Larcker, 2018). All factor loadings had also exceeded the recommended value of 0.7, which suggested adequate convergent validity in all measures.
Table 5: Construct Reliability of Constructs Constructs Cronbach’s alpha Composite
reliability
Average variance extracted (AVE)
Factor loading
Confirmation 0.653 0.809 0.586 0.724
0.836 0.732
Goal conflicts 0.717 0.841 0.639 0.833
0.794 0.768
Intention to continue 0.858 0.912 0.776 0.815
0.907 0.917
Incentives 0.819 0.885 0.721 0.804
0.866 0.874
Perceived usefulness 0.784 0.856 0.597 0.742
0.770 0.808 0.777
Risk aversion 0.915 0.946 0.854 0.914
0.940 0.918
Satisfaction 0.980 0.990 0.980 0.978
0.978 0.962
Table 6 depicts the findings of the structural model test. The significance of the structural model paths was determined using 5,000 bootstraps resamples (Henseler, Ringle, & Sarstedt, 2015). Out of the eight presented hypotheses, five were supported by the modelling test.
Table 6: Result of the Hypothesised Model
Hypothesis Path
estimation T-value p-value Results H1 Incentive->Intention to
continue
0.794*** 18.873 0.000 Supported
H2 Perceived usefulness->
Intention to continue
0.044 0.533 0.594 Not
supported H3 Satisfaction-> Intention to
continue
0.064 0.999 0.318 Not
supported H4 Goal conflicts->perceived
usefulness
-0.062 0.415 0.678 Not
supported H5 Perceived usefulness-
>satisfaction
0.239*** 2.370 0.018 Supported
H6 Risk aversion->perceived usefulness
0.295*** 2.603 0.009 Supported
H7 Confirmation->perceived usefulness
0.258*** 2.104 0.035 Supported
H8 Confirmation->satisfaction 0.256*** 2.179 0.029 Supported
The model explained that 52.3 % of the variation in perceived usefulness was in support of H6 and H7. Goal conflict (β = -0.062, ns) did not impact perceived usefulness; hence H4 was not supported (ns). The model explained a 4.6 % of user satisfaction variation. Confirmation (β = 0.256, p < 0.029) and perceived usefulness (β = 0.239, p < 0.018) could positively affect satisfaction. Hence, H5 and H8 were supported. Finally, the model explained 58.3 % of the intention to continue using myCTGWBL. It was found that the intention to continue using myCTGWBL was influenced by incentives (β = 0.794, p < 0.000), which supported H1. However, interestingly, the impact of perceived usefulness (β = 0.044, ns) and satisfaction (β = 0.064, ns) were not significant to the intention to continue using myCTGWBL. Therefore, H2 and H3 were not supported.
5. Discussion
The development of myCTGWBL was mooted because of a revision in the Malaysian school curriculum in 2017. The main changes would affect national education practices, therefore requiring improvements and feedback from stakeholders in many aspects. As an extension of the study by Ung et al. (2022), this study had the objective to improve the deployment of myCTGWBL in a sustainable manner. The results could help in the formulation of policies and measures to ensure the long-term success of implementing an e-learning system that provided Malaysian teachers with CT-based T-L knowledge. This would aid their teaching in a modern era that included preparing them to adapt to
In response to RQ1, the study’s findings showed that teachers who participated in this study mostly did not have the intention to continue using myCTGWBL. The open-ended questions administered to find out the reasons behind the rejection found that majority of the teachers felt that CT integration in the curriculum was not emphasised by the Education Ministry and school management, which resulted in their lack of interest and involvement in this field of teaching.
In response to RQ2, the empirical analysis of the proposed model suggested that users’ perceived usefulness and satisfaction were not significant factors in determining the intention to continue using myCTGWBL, which was consistent with the findings in RQ1. This result was unexpected since many publications had indicated that perceived usefulness and satisfaction are significant determinants of intention to continue using an e-learning system.
The result in this study suggested that perceived usefulness and satisfaction might not always be utilised as a crucial indicator of an e-learning continuance. Even if customers were pleased and successful in gaining benefits from the proposed e-learning system, this did not guarantee that they would continue to use it (Hayashi, Chen, Ryan, & Wu, 2020). It was possible that perceived usefulness and satisfaction could no longer affect the intention to continue using myCTGWBL as the teachers had managed to gain the benefits with a “one-off” usage. However, a more comprehensive study would be required to thoroughly investigate this observation.
The study showed that incentive mechanisms had significantly impacted the teachers’ intention to continue using myCTGWBL. Hence, the school management and even the Education Ministry should look into this aspect by establishing an incentive mechanism to promote efforts in acquiring CT knowledge through the use of myCTGWBL. However, the sustainability of using incentivisation could come into question due to limited resources. It would become difficult to keep rewarding teachers just to continue using the system. Therefore, giving incentives might be viable only for the short term as other forms of motivation must be considered to make them aware about the importance of improving their CT-based T-L knowledge.
Perceived usefulness was influenced by risk aversion and confirmation, consistent with the outcome of many studies. Goal conflicts were not a determinant of perceived usefulness. This called for advance inquire about the intrapersonal factors related to the teachers' utilization of particular strife administration approaches and the part of teachers' related styles and adequacy in anticipating their utilize of particular struggle administration approaches. Satisfaction was positively influenced by confirmation and perceived usefulness. These findings indicated that myCTGWBL had successfully channelled CT-based T-L knowledge to the teachers.
Finally, this study presented a practical direction for top-level education management, policymakers, curriculum developers, schools and education-related organisations seeking more involvement and assistance in their professional development of CT-based T-L practices. This practical guide might assist in increasing the number of effective CT-based T-L learning outcomes by identifying the factors influencing the intention of continuance. Furthermore, the study could aid academics by paving the way for further research in many education areas for various subjects.
6. Conclusion
As majority of teachers in this study had expressed their intention to not continue using myCTGWBL, measures must be taken to ensure sustainability in using the system. Since incentivisation, and not perceived usefulness and satisfaction, had been identified as the main driver in encouraging the system’s usage, a decision must be made to leverage this determinant while other policies are formulated to ensure that the right motivation is nurtured among Malaysian teachers in adapting CT- based T-L practices.
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