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Faculty of Cognitive Science and Human Development

INFORMATION BEHAVIOR AND TECHNOLOGY AFFINITY AMONG UNDERGRADUATES

Nuru) Muizzah Binti Johari

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Master of Science (Learning Sciences)

2015

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UNIVERSITI MALAYSIA SARAWAK

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Final Year Project Report

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DECLARATION OF ORIGINAL WORK

This declaration is made on the 5th day of JUNE 2015.

Student's Declaration:

I NURUL MUIZZAH BINTI JOHARI, 14030227, FACULTY OF COGNITIVE SCIENCES AND HUMAN DEVELOPMENT hereby declare that the work INFORMATION BEHAVIOR AND TECHNOLOGY AFFINITY AMONG UNDERGRADUATES is my original work. I have not copied from any other students' work or from any other sources except where due reference or

acknowledgement is made explicitly in the text, nor has any part been written for me by another person.

JUNE 06, 2015 NURUL

M~

JOHARI (14030227)

Supervisor's Declaration:

I MOHD HAFIZAN HASHIM hereby certifies that the work entitled INFORMATION BEHAVIOR AND TECHNOLOGY AFFINITY was prepared by the above named student., and was submitted to the "FACULTY OF COGNITIVE SCIENCES AND HUMAN DEVELOPMENT" as a * partial/full fulfillment for the conferment of MASTER OF SCIENCE (LEARNING SCIENCES) and the aforementioned work, to the best of my knowledge, is the said student's work.

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Received for examination by: Date:_ _ _ _ _ _ __

(MOHD HAFIZAN HASHIM)

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CONFIDENTIAL (Contains confidential information under the Official Secret Act 1972)*

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(JUNE 5, 2015) (MOHD HAFIZAN HASHIM)

Current Address: NO. 51, SUASANA DAMAI, JALAN DARULAMAN GOLF, 06000 JITRA, KEDAH DARULAMAN.

Notes: * Ifthe ProjectlThesis is CONFIDENTIAL or RES.TRICTED, please attach together as annexure a letter from the organization with the period and reasons of confidentiality and restriction.

[The instrument is duly prepared by The Centre for Academic Information Services]

The project entitled 'INFORMATION BEHAVIOR AND TECHNOLOGY AFFINITY AMONG UNDERGRADUATES' was prepared by NURUL MUIZZAH BINTI JOHARI and submitted to the Faculty of Cognitive Sciences and Human Development in partial fulfillment of the requirements for a Master of Science (Learning Sciences)

Received for examination by:

(MOHD HAFIZAN BIN HASHIM) Date:

Gred

./1-.

I

Pusat Khidmat MakJumat Akademik

UNlVERSm MALAYSIA SARAWAJ<

INFORMATION BEHAVIOR AND TECHNOLOGY AFFINITY AMONG UNDERGRADUATES

Master of Science (Learning Sciences)

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Faculty of Cognitive Sciences and Human Development UNIVERSITI MALAYSIA SARA W AK

2015

NURUL MUlZZAH BINTI lOHARI

This project is submitted in partial fulfilment of the requirements for a

ACKNOWLEDGEMENT

Praise is to Allah S.W.T The Beneficent, The Merciful, for giving me the strength and courage to complete my KML6066 Research Paper. I hope that this project would contribute to the advanced knowledge on managing stress and accepted by God as a contribution to knowledge development and expansion. This project is aims to help undergraduate students in identifying their attitude toward learning when using technology as well as their daily usage of technology whether they are immersed or continuously engaged with the technology. Various sources of data and infonnation that collected from journals, web and others medium are assembled, simplified, and rewritten in order to prepare the project.

Then, I would . like to express my deepest gratitude to both of my parents that gives support, patience, understanding, tolerance and sacrifice throughout the preparation of the project. Without their constant love and support, the process of completing the project might full of obstacle cannot be completed. Secondly, I would like to express deepest appreciation to my supervisor, Mr. Mohd Hafizan Hashim which has given his best shot on advising and guiding me along the path to completing this paper. He dedicatedly guides his supervisees in order to produce a significant research paper at the end of our study. Besides that, my gratitude goes to Mdm. Lily Law for his motherly affection toward me and my classmate throughout our journey in Msc. Learning Sciences. She guide her "children" and giving encouragement when we all feeling off the track. Then, to Mr. Chuah Kee Man, who support us in our up and down and lastly, to Assc. Prof. Dr.

Ting Su Hie for her time and guides in order to ensure us produce a quality research paper. My gratitude also goes to Mrs. Rafika as she, had been support me during the up and ~own while completing my thesis.

I hope that this small contribution will give a lot of benefits to those that interested to gain understanding, experiences and skills in the area of Learning Sciences and other related field.

Nurul Muizzab binti Jobari June 05, 2015.

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Pusat Khidmat Maklumat Akademik UNIVERSm MALAYSIA SARAWAK

TABLE OF CONTENTS

Page

Acknowledgement _iii

Table of contents iv

List of tables ix

List of figures xv

List of abbreviations xvi

Abstrak xvii

Abstract xviii

CHAPTER I-INTRODUCTION

1.0 Introduction

1.1 Background of study 2

1.2 Statement of Problems 5

1.3 Research Objectives

1.3.1 General Objective ₆

1.3 .2 Specific Objectives 7

1.4 Research Questions 7

1.5 Research Hypotheses 8

1.6 G;onceptual Framework

1.6.1 Independent Variables 9

1.6.2 Dependent Variables 10

1.7 Significance of the research 10

1.8 Limitation for the research 13

1.9 Definition oftenns

iv

1

1.9.1 Information and Communication Technology (lCT) 13

1.9.2 Information Behaviour ₁₄

1.9.3 Information Sharing 15

1.9.4 Information Seeking 16

1.10 Chapter Summary 16

CHAPTER 2 -LITERATURE REVIEW

2.0 Introduction 17

2.1 Learning Theories

2.1.1 Social Learning Theory ₁₈

2.1.2 Behavioral Theory 20

2.1.3 Control Theory 21

2.2 Social Interaction

2.2.1 Learner-learner 24

2.2.2 Leamer-instructor 24

2.2.3 Leamer-content 25

2.2.4 Leamer-interface 25

2.3 Social Interaction and Use of Technology 26

2.4 Information and Communication Technology (lCT) and Learning 27 2.5 Information Behavior

2.5.1 Information Sharing 30

2.5.2 Infornlation Seeking 31

2.6'Gender and Attitude toward Information and Communication 37 Technologies (lCT)

2.7 Chapter Summary 38

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I

CHAPTER 3 - METHODOLOGY

3.0 Introduction 39

3. 1 Research Design 40

3.2 Data Analysis Techniques

3.2.1 Independent T -test 41

3.2.2 One-Way ANOVA 42

3.2.3 Pearson Product Moment Correlation 42

3.3 Population and Sample 43

3.4 Sampling Method 43

3.5 Data Collection Method

3.5.1 Close-ended survey 44

3.6 Instrumentation

3.6.1 Consent form 45

3.6.2 Section A: Demographic Information 46

3.6.3 Section B: Information Communication Technology 46 Learning (ICTL)

3.6.4 Section C: Technology Affinity Scale (TAS) 46 3.7 Pilot Test

3.7.1 Validity 47

3.7.2 Reliability 48

3.7.3 Cronbach's Alpha 48

3.7.4 Reliability and Validity Testing 49

3.7.4.1 Section B: Information Communication Technology Learning (ICTL)

3.7.4.2 Section C: Technology Affinity Scale (T AS)

3.8 Summary of Research Instrument 50

3.9 Chapter Summary 51

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CHAPTER 4 RESULTS AND FINDING

4.0 Introduction 52

4.1 Number of respondents 53

4.2 Respondents Demographic Information

4.2.1 Gender 53

4.2.2 Age 54

4.2.3 Ethnicity 54

4.2.4 Social Media Frequently Used 55

4.2.5 Time Spend on Social Media 55

4.3 Descriptive Analysis of Research Instrument

4.3.1 Section B: Information and Communication 56 Technology Learning (ICTL)

4.3.2 Section C: Technology Affinity Scale (T AS) 60

4.4 Inferential Data Analysis toward Hypotheses

4.4.1 Testing the hypothesis by using Independent T -test 65 4.4.2 Testing the hypothesis by using One-Way ANOYA 66 4.4.3 Testing the hypotheses by using Pearson Product Moment 69

Correlation Test

4.5 Summary of Hypotheses Results 70

4.6 Chapter Summary 71

CHAPTER 5 DISCUSSION

5.0 Introduction 72

5.1 Summary of the study 73

5.2 Discussion 75

5.3 Recommendation 84

5.4 Conclusion 84

5.5 Chapter Summary 85

I vii

REFERENCES 86

APPENDIX 98

viii

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LIST OF TABLES

TABLE 2.1

Factors that promote or hinder sharing online and variable for further research (Rafaeli & Raban, 2005)

31

TABLE 2.2

Information Search Process (ISP) 35

TABLE 3.1

Data Analysis Technique 41

TABLE 3.2

Strength value of Correlation Coefficient (Chua,2006) 42

TABLE 3.3

Items for Information Communication Technology Learning (lCTL) 46

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I

TABLE 3.4

Items for Technology Affinity Scale (T AS) ₄₇

TABLE 3.5

Cronbach's Alpha Value 49

TABLE 3.6

Cronbach's Alpha for Information and Communication Technology 49

Learning (lCTL)

TABLE 3.7

Cronbach's Alpha for Technology Affinity Scale (TAS) 50

TABLE 3.8

Summary of the research instrument 50

TABLE 4.1

Analysis for Gender of respondents ₅₃

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TABLE 4.2

Analysis for Age of respondents 54

TABLE 4.3

Analysis for etlmicity of respondents 54

TABLE 4.4

Analysis for Social Media that frequently used by respondents 55

TABLE 4.5

Time spend on social media (duration) 55

TABLE 4.6

Descriptive Statistics for Infonnation Seeking 57

TABLE 4.7

Descriptive Statistics for Infonnation Sharing 58

xi

TABLE 4.8

Descriptive Statistics for Immersed 59

TABLE 4.9

Descriptive Statistics for Always-On 64

TABLE 4.10

Group Statistics 66

TABLE 4.11

Independent Sample T -test for Infonnation Seeking and Information Sharing 66

TABLE 4.12

Test of Homogeneity of Variance 67

TABLE 4.13

One-way of Variance between Degree of Technology Affinity and Duration 67

xii

TABLE 4.14

Multiple Comparison Tukey Post-hoc 68

TABLE 4.15

Pearson Correlation between Gender toward Attitude toward Learning with ICT 69

TABLE 4.16

Pearson Correlation between Attitude toward Learning with ICT and Degree of Technology Affinity

70

TABLE 4.17

Summary of Hypotheses Testing Using Inferential Test 70

TABLE 5.1

Attitude toward learning with ICT based on gender 75

TABLE 5.2

De criptive analysis between social media and gender 77

xiii

I

.... ,.

TABLE 5.3

De criptive Statistics for leT learning preference 77

TABLE 5.4

Degree of Technology Affinity ₇₉

TABLE 5.5

Duration of using technology against age 80

TABLE 5.6

Degree of Technology vs. Gender 81

xiv

LIST OF FIGURES

FIGURE 1.1

Conceptual Framework of Research 9

FIGURE 2.1

Model of Information Behavior (Wilson, 1999) 36

FIGURE 3.1

Data Collection Procedure 44

xv

ICT

ANOVA

FCSHD

FACA

FENG

UNIMAS

FRST

FCSIT

FEB

FSS

ISP

LIST OF ABREVIATION

Infonnation and Communication Technologies

One-Way Analysis of Variance

Faculty of Cognitive Sciences and Human Development

Faculty of Applied and Creative Arts

Faculty of Engineering

Universiti Malaysia Sarawak

Faculty of Resources Science and Technology

Faculty of Computer Science and Infonnation Technology

Faculty of Economy and Business

Faculty of Social Sciences

Infonnation Search Process

xvi

ABSTRAK

TINGKAHLAKU MAKLUMAT DAN AFINITI TEKNOLOGI DALAM KALANGAN PRASISW AZAH

Nuru] Muizzah binti Johari

Kajian ini dijalankan adalah untuk menkaji jenis tingkahlaku yang ditunjukkan oleh prasiswazah dari institusi pendidikan tinggi awam (lPT A) ketika menggunakan teknologi sarna ada untuk mencari maklumat atau berkongsi maklumat, tahap penglibatan pelajar ketika menggunakan teknologi maklumat dan komunikasi (lCT) serta mengkaji perkaitan kedua-dua pembolehubah ini dengan jantina. Proses pengumpulan maklumat dilakukan menggunakan borang soal selidik yang mengandungi maklumat seperti demografik, pengukuran tingkahlaku pelajar dan tahap penglibatan ketika menggunakan teknologi dalam proses pembelajaran. Seramai 95 prasiswazah telah dipilih secara rawak sebagai respondent. Data yang telah dikumpul dianalisa menggunakan ujian-T tidak bersandar, ujian ANOVA sehala dan ujian Pekali Korelasi Pe-arson. Keputusan analisa menunjukkan terdapat perkaitan antara tingkahlaku menggunakan teknologi dan tahap penglibatan ketika menggunakan teknologi dalam pembelajaran (r=O.388, p=O.OOO).

Kata kunci: teknologi maklumat dan komunikasi, tingkahlaku maklumat, pencarian makJumat, perkongsian maklumat,

xvii

ABSTRACT

INFORMATION BEHA VIOUR AND TECHNOLOGY AFFINITY AMONG UNDERGRADUATES

Nurul Muizzah binti Johari

This research has been conducted to investigate on the types of information behaviour showed by undergraduates of higher institution while using technology in learning either use it to searching for information or for sharing purposes, level of technology affinity while using Information and Communication Technology (lCT) tools, as well as searching for the connection between these two variables and gender. The data collection process has been conducted by using questionnaire with consists of demographic information, measurement of information behaviour and technology affinity in learning.

There are 95 undergraduates has been chosen randomly as respondents. Collected data have been analysed using Independent T -test, One-Way ANOVA, and Pearson Correlation Product Moment. The result showed that there are significant relationship between information behaviour using technology and degree of technology affinity used in learning (r-0.388, p= 0.000).

Keywords: information and communication technology, information behaviour, information sharing, information seeking,

xviii

CHAPTER ONE

INTRODUCTION

1.0 Introduction

This chapter provides the essential indulgent of the research. This chapter will discuss on the background of the research which including the description for the term infonnation behavior and technology affinity as the subject that will be further discussed throughout the research. Besides that, this chapter also discussed on statement of problem, research objective, definition of terms, conceptual framework, research question, research hypotheses, significant of the research as well as the limitation of the study.

1.1 Background of the study

Education system in Malaysia has evolved as the technology evolved. Minister of Education Malaysia (2013) has proposed a plan which known as "Malaysia Education Blueprint 2013-2025". The Blueprint has been established with three specific objectives.

The first objective is to understanding the current performance and challenges of Malaysia education system. The focus are to improving the accessibility to education, mising the quality of education, closing achievement gaps (equity), promoting unity amongst students, and maximizing system efficiency. The second objective is establishing a clear vision and aspirations for individual students and education system as in one piece over the next 13 years. Lastly, the third objective is to outlining a comprehensive tmnsformation programme for the system, including key changes to the Ministry which permit it to meet new demands and increasing expectation as well as to spark and support on the whole civil service transformation.

Based on Malaysia Education Blueprint (2013), the seventh (ih) shift stated that

"leverage ICT to scale up quality learning across Malaysia". Ministry of Education Malaysia (MOE) aim to provide the Internet access and virtual learning environment via programme named 1 Bestari for all 10,000 schools by 2013. Besides that, this shift is also target to augment online best practice content starting with a video library of best teacher delivering learning content for critical subject by 2013. Lastly, MOE seek to maximize the use of ICT for distance and self-paced learning to widen the capacity and allow for more customized learning.

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Infonnation and communication technology has been mentioned as a tool which plays as a central, usual role in fonnal and infonnal inquest for seeking and sharing information (Mills, Knezek, & Wakefield, 2013). It is a common phenomenon to see all infonnation which is before this embedded within sheets of paper now transferred to the Internet. There are several factors which support informal and formal learning through online, which are the internet coverage which has widen that granted access to the Internet from anywhere and emergence of Web 2.0 (Said & Tahir, 2013).

Web 2.0 has become a major technology which supports content publishing and sharing across the Internet. Web 2.0 is a second generation of Web technology which allows users to create, share, publish, exchange, and cooperating knowledge in a new mode of communication and collaboration (Stephen, Irene, Chen & Jeff, 2007).

Tredinnick (2006) define Web 2.0 as a process of give control of application to users, enabling users to extract information and data and to use or reuse the information as well as enabling user to alter the structure of the information.

Web 2.0 provide a standard platform that make use of Human Computer Interaction (HCI) and the most recognized technology which labelled for Web 2.0 are like e-Learning, professional business and organizational environments, social networking communities (Olaniran, Burley, & Chang, 2010). Web 2.0 also been describe to use Internet as a platform for device that can be connected (Kenney, 2007; 0' Reilly, 2005).

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