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3rd INTERNATIONAL CONFERENCE ON BUSINESS AND ECONOMIC 2950 RESEARCH ( 3rd ICBER 2012 ) PROCEEDING 12 - 13 MARCH 2012. GOLDEN FLOWER HOTEL, BANDUNG, INDONESIA ISBN: 978-967-5705-05-2. WEBSITE: www.internationalconference.com.my FACTORS THAT AFFECT STUDENT PERFORMANCE: THE IMPLEMENTATION OF THE I-LEAR...

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2950

3rd INTERNATIONAL CONFERENCE ON BUSINESS AND ECONOMIC RESEARCH ( 3rd ICBER 2012 ) PROCEEDING 12 - 13 MARCH 2012. GOLDEN FLOWER HOTEL, BANDUNG, INDONESIA ISBN: 978-967-5705-05-2. WEBSITE: www.internationalconference.com.my

FACTORS THAT AFFECT STUDENT PERFORMANCE: THE IMPLEMENTATION OF THE I-LEARN AT A LOCAL UNIVERSITY Mariam binti Setapa [email protected] Khairunnisa Rahman [email protected] Noorita Mohammad [email protected] Faculty of Business Management Universiti Teknologi MARA Johor Malaysia

ABSTRACT

The purpose of this study is to identify factors affecting the usage of I-Learn in UiTM towards students' performance. In Universiti Teknologi MARA (UiTM), it’s known as i-Learn method. A study conducted by Hafizah Mohamad Hsbollah and Kamil Md. Idris (2009) found that there were six factors that influence the use of e-learning among the lecturers. Therefore, this study also will examine these factors in terms of university students. These factors are technological features and characteristics of the individual (students). From the pilot study conducted on 20 students of UiTM Johor, found that students are aware of the system, but do not practice it in total for various reasons. Therefore, this study is to identify the factors affecting the usage of i-Learn in UiTM towards students' performance and to determine the most dominant factor affecting the usage of i-Learn in UiTM towards students' performance. Data collected from students of Universiti Teknologi MARA Johor only. Students involved in this study are students from Semester 1 (Part 1) a total of 60 persons consisting of two groups of students. Pilot test was conducted on 20 students to test the validity of questionnaire. In addition, the internal consistency using Cronbach Alpha and exploratory factor analysis will also used to verify the measurement used later. In addition, correlation and regression methods used to identify the factors under study and to determine the most dominant factor affecting the usage of i-Learn in UiTM towards students' performance. An expected result of this study was to see a clear correlation factors are reviewed with student performance.

Keyword: I-Learn, technology features, students characteristics, performance, Universiti Teknologi MARA

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3rd INTERNATIONAL CONFERENCE ON BUSINESS AND ECONOMIC RESEARCH ( 3rd ICBER 2012 ) PROCEEDING 12 - 13 MARCH 2012. GOLDEN FLOWER HOTEL, BANDUNG, INDONESIA ISBN: 978-967-5705-05-2. WEBSITE: www.internationalconference.com.my

1.0 INTRODUCTION

In recent years, there has been increased interest in the topic of technology uses in education especially higher level of education. Almost all university and other institutions nowadays in this world using technology such as Internet in their education. Malaysia nowadays encourages the students to use Internet to gain more knowledge and information.

Universiti Technologi MARA (UiTM) Segamat, Johor also using the Internet in their daily education system. It is known as i-Learn. I-Learn portal in UiTM is the system that will allow the lecturers to link the courses taught for students to access all related resources for the course. I-Learn or other terms used by most university such as E-Learning in this study are defined as a web-based educational system that utilizes Information Technology (IT) and computer networks (internet and intranet). Meaning that, all students studying and learning their lesson using a system and they got all their assessment and homework by this system.

To be more specific, i-Learn in UiTM uses mixed method between component of learning care and face to face teaching method. I-Learn is not just on study, but the lecturers also can use it to communicate with their students. While the student use i-Learn to finish up their assessment, they also can use IT or Internet to do a research. Benefits of using i-Learn include flexibility in terms of time and location. Meaning that, it doesn’t require the lecturers to meet their student because it can be done anywhere as long as they have internet access in campus area. Thus, it will save time.

Despite the benefits of using the Internet in the classroom, the current understanding of the adoption diffusion of this technology is still limited. In reviewing the current literature, the following gaps were found; firstly, much of the literature focuses on the adoption decision of the internet among firms. Besides that, by using iLearn system, the lessons give by lecturers not only limited in the classroom.

In this report, we would like to find out the factors that affect students’ performance in UiTM Segamat, Johor. The main measurement is based on their quizzes that implemented in two ways. The first way is quiz conducted manually which is the lecturer prepared the quiz and asked students to answer the quiz during tutorial hour in class. Electronically, the second quiz is conducted via i-Learn system which is the lecturer prepared the questions and asked students to answer the quiz. For this time, students are giving 5 days to answer the questions and they are free to answer anytime (during the time given) and anywhere (in campus area).

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3rd INTERNATIONAL CONFERENCE ON BUSINESS AND ECONOMIC RESEARCH ( 3rd ICBER 2012 ) PROCEEDING 12 - 13 MARCH 2012. GOLDEN FLOWER HOTEL, BANDUNG, INDONESIA ISBN: 978-967-5705-05-2. WEBSITE: www.internationalconference.com.my

1.1 PROBLEM STATEMENT

UiTM introduced i-Learn system because to help all the assessment and lesson given by lecturers will delivered to the students smoothly and make them easier to get all the lessons and assessment without actually meet face-to-face.

The main purpose of conducting the assessment was to determine whether the students can adopt themselves with the facility and technology provided for them. Based on the pilot study done by reseachers to identify the problem faced by students, there are few problems and contraints in implementing the system fully.

The main reason is the student does’t fuly utilize this system and they don’t use it frequently. Meaning that, student don’t access this site frequently because not all lecturers use i-Learn to pass all the quizzes and assignments. That’s why most of them don’t even know how to use i-Learn effectively.

Besides that, the other problem is degree of complexity in utilizing the i-Learn system. Meaning that, the system was too complex and hard for lecturer and students to use. The server also always busy and it take quite a time to access and open the page. UiTM also don’t create a campaign or coursess to teach students and lecturers to properly use i-Learn.

i-Learn should not necessarily be used to replace classroom training as it is not suitable for everything. They need to make sure that the learning needs drive the technology rather than the other way round, and the technology itself can pose a multitude of problems. This is because to transfer the knowledge and information with i-Learn is very efficient. However, if want to teach someone for application or practical, the experience of the work is more important.

1.2 RESEARCH OBJECTIVES

The objective of this study is to identify the factors affecting the usage of i-Learn in UiTM towards students’ performance. This study also investigates the dominant factors affecting the usage of i-Learn towards students’ performance.

This study also would provide benefit to lecturer and management to understand the factors that affect the usage i-Learn in UiTM. Through this study, we could also recommend to the organization to prepare a suitable training program for ensuring the successful of the implementation of i-Learn in UiTM.

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3rd INTERNATIONAL CONFERENCE ON BUSINESS AND ECONOMIC RESEARCH ( 3rd ICBER 2012 ) PROCEEDING 12 - 13 MARCH 2012. GOLDEN FLOWER HOTEL, BANDUNG, INDONESIA ISBN: 978-967-5705-05-2. WEBSITE: www.internationalconference.com.my

1.3 SCOPE OF RESEARCH

The scope of this research is focusing to Part 1, Diploma students in UiTM Segamat, Johor, Malaysia. They come from various programme which is from Faculty of Business Management, Faculty of Accountancy and Faculty of Information System.

2.0 LITERATURE REVIEW Challenges to use of technological tools in the study were carried out since the 1990s. However, studies the use of technology in the education system began 10 years ago. There is substantial evidence of discrepancies in benefit from the technology acquired according to users and it has caused many problems in society (Turner, S. and Turner, P., 2007). In addition, Ettinger, A. et al (2006) believe that the use of e-learning may cause a lot of problems. They felt that e-learning should not be used to replace classroom learning. But its use depends to the conditions and requirements. Furthermore, learning should be driven by technology and not vice versa. If it happens, many problems will arise, especially in the time. Ebru, K. et al (2009) conducted a study of 511 students at a college in the United State to identify the factors that influence students' perceptions of e-learning. The study found that students did not choose to use this method. This likely occurs because of the lack of guidelines for them and less emphasis from the administration. In addition, they also think that learning in the classroom give more positive impact than e-learning. They are also more dependent on visual and audio methods with a clear explanation.

According to the statements above, researchers interested in studying the factors that influence the performance of students regarding i-Learn at UiTM Johor. In line with developments in technology today, UiTM are not left to implement i-Learn system to all students. Admitting there is a positive impact on student achievement, researchers have conducted a pilot study of 20 students to get a rough picture and response of the system in UiTM. Focus of this study only on two factors, namely technology and students characteristics. They choose not to use i-Learn because of the difficulty of access and lack of awareness of this system.

Although the initial response to the implementation of these system look like negative, but researchers believe the results of the survey will provide a more positive impact. Based on some previous studies related to the implementation of e-learning, it shows that it actually helps learning. A study conducted by Hafizah Mohamad Hsbollah and Kamil Md. Idris (2009) on 244 respondents found that there was a positive correlation between awareness of the benefits e-learning with the implementation of the system on an individual. Increase in Internet and computer technology today has enabled a learning process implemented in a more cost-effective. A case study carried out by Rentroia-Bonito, M.A. et al (2006) on a group of students using e-learning methods called Virtual Learning Environment, which combines video and interactive web site. The study found that there is a consistent and efficient communication among students.

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3rd INTERNATIONAL CONFERENCE ON BUSINESS AND ECONOMIC RESEARCH ( 3rd ICBER 2012 ) PROCEEDING 12 - 13 MARCH 2012. GOLDEN FLOWER HOTEL, BANDUNG, INDONESIA ISBN: 978-967-5705-05-2. WEBSITE: www.internationalconference.com.my

Ng, W. and Nicholas, H. (2010) found that students who use online, interact differently depending on the type of task assigned to them. Seven out of ten students successfully completed the assignment on time. The study was conducted by Jennifer, I. et al (2009) to describe the new features of e-learning, improve the quality of elearning and the quality of student learning is assisted by the expertise of academic staff. Results of their study, they found that, there are few of additional features to improve quality at the university level where academic staffs play a key role. Johnson, R.D. et al (2009) explains that the age factor and technological capabilities affecting performance. It also directly affects user satisfaction.

E-Leaning offer distance learning via the Internet, providing opportunities to students through interactive learning experiences and effective. Through e-learning, distance learning partners will be able to learn much knowledge, share information and get as many details about the courses more quickly (Guha, A.S. and Maji, S., 2008). In line with the implementation of i-Learn and Blended Learning in UiTM, researchers hope this study will provide benefits and ideas to the decision makers and the national education body. A study done by Arani (2001) mentioned that computers have made a dramatic impact to our society, particularly in the field of education. According to Ertmer et al. (1994), successful computer experiences prepare students to participate effectively in a computer-dominated society. So, that, computer knowledge and attitudes also play an important role in making educations system more effectively. Attitudes towards computer technologies are associated with a concept known as computer self-efficacy (Delcourt and Kenzie, 1993). In furthermore, the concept of self-efficacy was introduced by Bandura (1977) at the first time. According to the writer, self-efficacy can be defined as “people’s judgments of their capabilities to organize and execute course of action required to attain designated types of performances. It is concerned not with the skills one has but with judgments of what one can do with whatever skills one possesses”. The researcher also added that “to beliefs in one’s capabilities to mobilize the motivation, cognitive resources and courses of action needed to meet situational demands”. As a conclusion, it can be say that self-efficacy influenced people’s decisions, goals, their amount of effort in conducting a task, and the length of time they would persevere through obstacles and difficulties. However, a study done by Wallace (1999) found that four factors that influenced the development of computer self-efficacy. These factors were computer anxiety, computer confidence, computer liking and computer knowledge. He reported that computing students expressed low levels of computer anxiety, and higher levels of computer knowledge, computer liking and computer confidence in comparison with education students. Self-efficacy beliefs are a main factor in someone’s decision making process. A main source of self-efficacy expectations is one’s own successful performance. If a student completes a task with more or less feedback, she/he develops positive expectations to handle new and unknown situations or problems.

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3rd INTERNATIONAL CONFERENCE ON BUSINESS AND ECONOMIC RESEARCH ( 3rd ICBER 2012 ) PROCEEDING 12 - 13 MARCH 2012. GOLDEN FLOWER HOTEL, BANDUNG, INDONESIA ISBN: 978-967-5705-05-2. WEBSITE: www.internationalconference.com.my

2.1 FRAMEWORK

Independent Variables

Dependent Variable

Factors Affecting The Usage Of I-Learn Technology Characteristics

Students’ Performance

1. Accessibility 2. Reliability

The Marks Obtained Quiz via i-Learn

Students Characteristics 1. Self-efficacy 2. Motivation

Figure 2.1: Framework Figure 2.1 above shows the framework of the study. In the left side, its shows the independent variables which is factor affecting the usage of i-Learn. There are two categories falled into this variables which is technology characteristics (accessibility and reliability) and second category is student characteristic (selfefficacy and motivation). Other than that, in the right side, its shows the dependent variable which is students’ performance. Their performance will be measured by the quiz conducted via i-Learn system.

3.0 METHODOLOGY

In this section, the researchers were discussed about the methodology that being used throughout this study. This study implemented exploratory research whereby it is conducted to clarify ambiguous problems. Exploratory studies provide information to use in analyzing a situation. Besides that, this research also being analyze by quantitative method using Statistical Package for Science Social (SPSS) software.

Based on our research, the population is referring to the all students in UiTM Johor because, basically, all students should have their access to i-Learn system. However, as a sample, the researcher took only Diploma Part 1 students.

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3rd INTERNATIONAL CONFERENCE ON BUSINESS AND ECONOMIC RESEARCH ( 3rd ICBER 2012 ) PROCEEDING 12 - 13 MARCH 2012. GOLDEN FLOWER HOTEL, BANDUNG, INDONESIA ISBN: 978-967-5705-05-2. WEBSITE: www.internationalconference.com.my

To obtain the data, the researchers used survey questionnaire and distributed to all respondents that involved in this study. The survey questionnaires divided into 3 parts namely Part A for demographic factors of the student. Part B for technology which focusing on accessibility and reliability. Part C for student characteristics which focusing on self-awareness and motivation. In this study, we have try to synthesized data from surveys carried out in UiTM Johor.

Respondents that involved in this study come from Part 1 Diploma Students. For the first session, the quiz was conducted manually which is lecturer prepared the quiz and give it during lecture session. For the second session, the lecturer prepared the quiz via i-Learn and asked the students to answer all the questions within 5 days. They being selected as respondents in this study because the course that they’re took is required to conducted using i-Learn. Therefore, their performance will be referred to the marks obtained by them after taking quizzes. Data taken in two ways, namely primary (questionnaire) and secondary data (journals and articles). Basically, the data obtained through questionnaires and interviews.

Feedback from respondents on the items in the two instruments are measured using the Likert scale. Likert scale used where the subject or respondent is required to mark their answers on the statement based on a scale from one extreme to another extreme. This option is a measurement to indicate the degree of agreement and opinion on the strength of the respondents. This scale helps to make the interpretation of the question presented in order of increasing or decreasing. Mean and percentages used to identify factors affecting the usage of i-Learn in UiTM towards students' performance. Pearson correlation method used to determine the degree of correlation between the dependent variable that represents technology characteristics and students characteristics. Besides that, the Regression will used to determine the most dominant factor of this study. The data collected from samples analyzed by using Statistical Package for the Social Science (SPSS).

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3rd INTERNATIONAL CONFERENCE ON BUSINESS AND ECONOMIC RESEARCH ( 3rd ICBER 2012 ) PROCEEDING 12 - 13 MARCH 2012. GOLDEN FLOWER HOTEL, BANDUNG, INDONESIA ISBN: 978-967-5705-05-2. WEBSITE: www.internationalconference.com.my

4.0 RESULT & DISCUSSION In this section, the researchers will discuss the analysis of data and finding according to the study. Table 4-1: Gender of Respondents

Gender

Frequency

Percentage (%)

Male

45

21.5

Female

164

78.5

Total

209

100.00

Based on Table 4-1, most of the respondents are female which are 164 respondents (78.5%) and male are 45 respondents (21.5%). Its shows that, female respondents are higher than male respondents are and it is tell us male respondents are minimum uses in term of the i-Learn system. Yet, the researchers want to determine the problems that faced by male students.

Table 4-2: Comparison of Mark Obtained By Students

As mentioned earlier, the res...