FACULTY OF BUSINESS AND MANAGEMENT

BACHELOR DEGREE (HONS) IN HUMAN RESOURCE

(BA243) (5E)

RESEARCH METHODOLOGY (MGT 648)

TOPIC:
RESEARCH REPORT
(EASE OF USE AND STUDENTS’ SATISFACTION TOWARDS ONLINE LEARNING)

PREPARED BY:
NAME MATRIC NO

NUR ATHIRAH BINTI WADI 2019336287

NOOR AZWA NARINA BINTI RAMLI 2019544649

NURUL AIN NABILA BINTI ZULKEFLI 2019328905

PREPARED FOR:
DR RACHEL SAMUEL

SUBMISSION DATE:
27th JANUARY 2021
 ACKNOWLEDGEMENT

First and foremost, blessing to the Almighty to help us in conducting this research and able
to finish it in the allocated time especially on this tough time of pandemic Covid-19. We are
able to conduct this research successfully using online platform and communicating with our
beloved lecturer and advisor thru online platform in order to comply with the Movement
Control Order (MCO) to prevent the spread of Covid-19.

Moreover, a very special thank you to our beloved lecturer, Dr. Rachel Samuel that has been
patiently guiding us through this semester in order to complete this research. Without her
guidance, this research unable to be completed and been conducted successfully.

Most importantly, to our parents and family that has been continuously supporting us through
this journey. As this pandemic has already challenging to us, they have never stopping
giving us motivation to continue finishing this research. Not only that, to our social support,
our classmates that also have been so contributing to help us finishing this research. Once
again, thank you to you all.

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 TABLE OF CONTENT

ACKNOWLEDGEMENT.....................................................................................................................i
TABLE OF CONTENT.......................................................................................................................ii
LIST OF FIGURES AND TABLES..................................................................................................iv
ABSTRACT.........................................................................................................................................v
CHAPTER 1: INTRODUCTION........................................................................................................1
1.1 BACKGROUND OF THE RESEARCH.................................................................................1
1.2 PROBLEM STATEMENT.......................................................................................................2
1.3 RESEARCH OBJECTIVES....................................................................................................2
1.4 QUESTIONS RESEARCH......................................................................................................2
1.5 SCOPE OF STUDY.................................................................................................................2
1.6 SIGNIFICANCE OF THE STUDY..........................................................................................3
CHAPTER 2: LITERATURE REVIEW............................................................................................4
2.1 INTRODUCTION......................................................................................................................4
2.2 LITERATURE REVIEW ON ONLINE LEARNING SATISFACTION................................4
2.3 LITERATURE REVIEW ON EASE OF USE........................................................................5
2.4 RELATIONSHIP BETWEEN EASE OF USE (INDEPENDENT VARIABLE) AND
ONLINE LEARNING SATISFACTION (DEPENDANT VARIABLE).......................................5
2.5 RESEARCH FRAMEWORK..................................................................................................6
2.6 HYPOTHESIS...........................................................................................................................6
CHAPTER 3: RESEARCH METHODOLOGY................................................................................7
3.1 INTRODUCTION................................................................................................................7
3.2 RESEARCH DESIGN.........................................................................................................7
3.3 POPULATION AND SAMPLING......................................................................................7
3.4 DATA COLLECTION........................................................................................................8
3.5 QUESTIONNAIRE DESIGN..............................................................................................9
3.6 DATA ANALYSIS.............................................................................................................10
3.6.1 Frequency Distribution..........................................................................................10
3.6.2 Descriptive Analysis...............................................................................................10
3.6.3 Reliability Analysis.................................................................................................11
3.6.4 Pearson Correlation Coefficient..........................................................................12
3.6.5 Multiple Regression Analysis..............................................................................12
CHAPTER 4: RESULTS AND FINDINGS....................................................................................13
4.0 INTRODUCTION...............................................................................................................13

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 4.1 DEMOGRAPHIC CHARATERISTICS...........................................................................13
4.2 RELIABILITY ANALYSIS................................................................................................14
4.3 DESCRIPTIVE STATISTICS...........................................................................................14
4.4 PEARSON CORRELATION...........................................................................................15
4.5 REGRESSION ANALYSIS..............................................................................................16
4.6 CONCLUSION..................................................................................................................17
CHAPTER 5: DISCUSSION AND CONCLUSION......................................................................18
5.1 INTRODUCTION....................................................................................................................18
5.2 DISCUSSION..........................................................................................................................18
5.3 CONCLUSION........................................................................................................................19
5.4 IMPLICATION.........................................................................................................................19
5.5 LIMITATIONS.........................................................................................................................20
6.0 REFERENCES...........................................................................................................................21
7.0 APPENDICES............................................................................................................................23
SECTION A: DEMOGRAPHIC INFORMATION......................................................................23
SECTION B: SATISFACTION WITH ONLINE LEARNING...................................................24
SECTION C: EASE OF USE......................................................................................................25
SUMMARY OF LITERATURE REVIEW...................................................................................26
DECLARATION............................................................................................................................32

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 LIST OF FIGURES AND TABLES

Figure 2.1: Research Framework..........................................................................................................6

Table 3.1: Questionnaire Design...........................................................................................................9

Table 3.2: Mean Score Level...............................................................................................................10
Table 3.3: Cronbach’s Alpha...............................................................................................................11
Table 3.4: Pearson's Correlation.........................................................................................................12

Table 4. 1: Background of Respondent...............................................................................................13

Table 4. 2 Realibility Analysis.............................................................................................................14
Table 4. 3: Descriptive Statistics.........................................................................................................14
Table 4. 4: Correlation between independent and dependent variable...........................................15
Table 4. 5: Regression Analysis...........................................................................................................16
Table 4. 6: Hypothesis Result Table....................................................................................................17

Table 7. 1 Summary of Literature Review..........................................................................................31

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ABSTRACT

Online learning has been widely used by most universities out there to replace the
physical class due to the Covid-19 pandemic, forcing students to attend classes through
virtual. It may have consisted of various platform that requires various degree of
comprehension to use the particular platform for the students to participate well in learning.
The purpose of this study is to factors affecting students’ satisfaction towards online learning
from UiTM Malacca City Campus and to examine the relationship between the ease of use
of online learning and students’ satisfaction of UiTM Malacca City Campus. This data is
collected through an online survey via Google Form and distributed through WhatsApp
group classes. The population for this study is all student in UiTM Malacca City Campus and
we used use purposive sampling which is non-probability sampling method which specifically
focus on students' satisfaction towards online learning as well as ease of use. Each data
collected is examined by using Statistical Package for Social Science (SPSS) and the
outcome is collected varies from descriptive analysis, reliability analysis and regression
analysis. The findings of this study indicates that there is a positive relationship between the
ease of use and students’ satisfaction towards online learning.

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 CHAPTER 1: INTRODUCTION

1.1 BACKGROUND OF THE RESEARCH

Online learning is the action taken for education purposes by transmitting information
between one another due to the advancement of technology through computer network
and it is internet-based courses that offered synchronously and/or asynchronously. In
addition, it is a type of distance learning where particular activities are done without face
to face interaction. Nowadays, online learning is the most popular and cotemporary way
of education applied by many universities due to pandemic Covid-19. Pandemic is a
widespread outbreak of an infectious disease that causes not only increasing morbidity
and death, but also significant economic, social and political disorder. (Shehzadi et al.,
2020) Covid-19 an example of external complexities which we cannot control however it
still can be prevented by following the regulations and the standard operating procedure
(SOP) that have been implemented by the government such as social distancing and
wearing mask. Therefore, online learning is one of the best actions taken by some of the
universities in order to run the education-business to deliver the lectures to students
during this covid-19. It can be said, this virus really leads and teaches us to learn and
adapt a new norm in order to pursue our life.

There are several useful platforms or applications which have been used for online
learning such as Google Meet, WebEx, Zoom meeting or Google classroom. These
platforms are helpful in terms of delivering lecture, assignment and also class
attendance. However, platform itself is not enough to make students feel satisfied due to
the several problems that might occur. Specifically, there are several factors that could
affect satisfaction towards online learning, namely; perceived usefulness, content design,
internet self-efficacy, self-motivation, interactions, e-learning service quality, and attitude
towards technology, online learning environment as well as ease of use. Satisfaction of
student is necessary as it can lead to students’ performance as well as academic
performance. Both, student and academic performance is a top priority and essential to
take care of in order to produce an excellent student as well as a great leader.
Unsatisfied students can suffer mental health problems such as stress and depression
due to the failure to get on track with their study. However, this study will specifically
study on the ease of use as well as students’ satisfaction of online learning.

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1.2 PROBLEM STATEMENT

As mentioned earlier, Covid-19 gives a huge impact on universities as some of them

need to change their mode of learning to online instead of face to face. In order to have
an effective online learning, the function of systems and services with a good quality is
crucial part for an online user especially students to keep updated in time as well as
ease for them to get information. However, does this affecting the students' satisfaction
on this type of learning? This question intrigues this research to be made. Moreover, as
a student, assignment, test and quizzes are the task for students to score in order to
achieve great Cumulative Grade Point Average (CGPA). Late in submission and
unnoticeable information could make students fail for that particular subject due to
unable to get access or have some trouble and this could lead to unsatisfied feelings.
Therefore, this matter urges us to discover more specifically on the relationship between
the ease of use and students’ satisfaction of online learning.

1.3 RESEARCH OBJECTIVES

 To identify the factors affecting student satisfaction towards online learning

 To examine the relationship between ease of use and students’ satisfaction of
online learning

1.4 QUESTIONS RESEARCH

 What are the factors that affect students’ satisfaction towards online learning?
 What is the relationship between the ease of use and students’ satisfaction of
online learning?

1.5 SCOPE OF STUDY

This study is focusing on the relationship of the ease of use of online learning and
satisfaction among students of UiTM. This study involves students of UiTM Bandaraya
Melaka City Campus since they are now utilizing online learning due to Covid-19. The
data will be collected through questionnaires that will be distributed to every student of
UiTM Bandaraya Melaka City Campus. The questionnaire consists of various

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 measurement of their satisfaction and the ease of use of online learning that has been
enforced by the management.

1.6 SIGNIFICANCE OF THE STUDY

This study is significant to the students and the management of UiTM. It is significant to
students of UiTM because they can identify the real problems of online learning, hence,
can prepare well to overcome any obstacles. Since this online learning involves the
students, they may encounter different kinds of problems when implementing online
learning that are beyond their control. Thus, this study will help to highlight the impact of
the ease of use of online learning that may contribute to the students’ satisfaction. The
students can gain benefits from this study by receiving any improvement as a result of
their involvement of this study. This study will help them to improve their involvement in
online learning that was once became a problem to them since they are just getting
used to online learning.

Meanwhile, management can benefit from this information to improve their approach of
using any online learning platform and fix any problems related that can cause
dissatisfaction among students. As we all know, different universities use different kinds
of online learning platform. Some platforms may have different kind of difficulties that
may affect the effectiveness of online learning. Thus, this study provides information to
the management to reconsider other tools and provide different alternatives to resolve
any problems to ensure that their students can get access and make full use of the
chosen online learning platform very well. Other than that, management will be aware of
the difficulties faced by the students and thus, plan for corrective action to ensure
students full participation in online learning.

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 CHAPTER 2: LITERATURE REVIEW

2.1 INTRODUCTION

This chapter consists of information of the current study as well as past studies that will
help to conduct this study. This chapter will also discover more about literature review
on the ease of use of online learning and literature review on the students’ satisfaction
towards online learning. The relationship between the ease of use of online learning and
students’ satisfaction will be clarified by stating the actual relationship as a result from
the study. Next, research framework will be developed as a guide for this study. From all
elements stated above, hypotheses will be developed as a statement of assumption
between the ease of use of online learning and students’ satisfaction that will be tested
out in this study.

2.2 LITERATURE REVIEW ON ONLINE LEARNING SATISFACTION

Online Learning or e-learning is the medium that is being the most important and crucial
this period due to the pandemic Covid-19 that pushes many levels of education to utilize
it. Chopra, Madan and Jaisingh (2020) illustrates e-learning as it is covered by a wider
concept of technology-based learning, which encompasses interactive technology
learning technique, such as internet or intranet, video conferencing, or satellite
transmission. As the online learning is the only medium for students to learn during this
time, it is yet the easiest way to be able to catch up on the lesson plan for students to
complete their course in universities or even at schools. With the advancement of
technology nowadays, e-learning is not impossible yet really easy to access.

According to Basuony, EmadEldeen, Farghaly, Bassiouny and Mohamed (2020), the

website, the forum, class time, lack of interest, motivation and self-motivation, and the
use of online tests as an evaluation can be used to measure student satisfaction with
online learning. The significance of student satisfaction in measuring the success of an
e-learning system has been emphasised by various studies (Samarasinghe, 2012).
Factors that affect student satisfaction in the online world, citing three main issues:
tutoring, technology and interactivity. (Alnusairat, Maani & Al-Jokhadar, 2020). In terms
of content quality, assessing the quality of information relevant to content in the e-
learning world is an important area of study and the experience of students as core
users. (Waheed, Kaur & Qazi, 2016) described user satisfaction. Shneiderman (2010)

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 described user satisfaction as a user's responsiveness to the skills generated or the
improvement of knowledge by using a specific e-learning system. It is important to know
the satisfaction of the user or the students who are using e learning because this could
help the lecturer or teacher to able to measure the knowledge or input that the user
could gain by using this method. Also, this is also crucial to know whether this type of
learning able to help the user to be able to assess the effectiveness of e-learning.

2.3 LITERATURE REVIEW ON EASE OF USE

Ease of use can be described as the ease for the user to navigate systems or
technology and also the quality of it. According to Calisir, Gumussoy, Bayraktaroglu, and
Karaali (2014), ease of use can be described as the efficiency of the system can be
calculated by system accessibility, system stability, access comfort, reliability, and
response time. The ability of the system quality and technology quality able to provide
quality information and input to its users. The importance of this variable is significant to
make sure that the effectiveness of the online learning can be achieved and thus
achieving satisfaction from its usage. This is inter-related with each other and does
contribute significantly to the objectives and purpose of e-learning which is to provide
flexibility and ease the user to gain knowledge in the easiest way.

2.4 RELATIONSHIP BETWEEN EASE OF USE (INDEPENDENT VARIABLE) AND

ONLINE LEARNING SATISFACTION (DEPENDANT VARIABLE)

According Chopra et al (2020), there is significant positive relationship between system

quality and online learning satisfaction. Also, there is significant positive relationship
between service quality and online learning where the system and service quality can be
referred to one of the criteria of ease of use. Team participation, prior programme
knowledge, feedback from the teacher and the ease of use of simulation influenced
student understanding (Riley, Ellegood, Solomon & Baker, 2017). Moreover, according
to Waleed, Shahizan and Lizawati (2015), the usage of an application to the degree that
users are persuaded that their job efficiency can be improved by the application, and
when the user is convinced that the application and the system are beneficial shows that
the ease of use does contribute to the satisfaction of using digital platform in doing work
and also learning.

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 Based on these studies, it just proved that the ease of use does affect to the satisfaction
on e-learning satisfaction by measuring on how the perceive of use to facilitate and
navigate the technologies and systems that are provided to carry out the online learning
method and platform among the UiTM Malacca City Campus students.

2.5 RESEARCH FRAMEWORK

Online learning
Ease of use satisfaction among
UiTM Malacca City
(IV)
Campus (DV)

Figure 2.1: Research Framework

2.6 HYPOTHESIS

H1: There is significant relationship between ease of use and online learning satisfaction
among UiTM Malacca City Campus students.

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 CHAPTER 3: RESEARCH METHODOLOGY

3.1 INTRODUCTION

This chapter will explain on the method of conducting this study which includes the
six elements of research design. Research design produces information to reduce
uncertainty which allows us to understand how the nature of the problem influences
the choice of research method. Next, this chapter will include the population and
sampling involved in this research. Then, the data collection method will be identified
further. This chapter will include the questionnaire design used in this study. The data
collected then will be analysed at the end of this chapter.

3.2 RESEARCH DESIGN

The study conducted is a descriptive research which describes the characteristics of

a problem or phenomenon which is to study the effect of ease of use of online
learning towards students’ satisfaction. Next, the investigation of this study is using
the correlational relationship which indicates the two variables which are the ease of
use of online learning and the students’ satisfaction. Next, the extent of the research
interference is minimal as it only involves the distribution of the questionnaires to the
respondents involved. The study setting of this research is non-contrived setting and
using field study for this. Next, the unit of analysis is individual as the online learning
is being conducted by individual and each student at University Teknologi Mara City
Campus. Moreover, the cross sectional is the time horizon for this research.

3.3 POPULATION AND SAMPLING

Population is complete set of people with a specialized set of characteristics, events

or things of interest that researcher would like to examine on. Generally, all student
of Universiti Teknologi Mara (UiTM) Malacca City Campus has been chosen for this
research study and it consists almost 3500 students in UiTM Malacca with several
different of courses, namely; International Business, Human Resources, Finance,
Marketing, Office Management as well as Hotel and Tourism.

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 Moreover, as for the sampling, we use purposive sampling which is non-probability
sampling method and we specifically focus on students' satisfaction towards online
learning as well as ease of use.

3.4 DATA COLLECTION

Data collection method can be identified by the various techniques for gathering,
measuring and analysing accurate study. This research used a quantitative approach
where the survey method is using self-administered questionnaire that conducted
through the Google form which the links are share with students through the
WhatsApp group of classes. Moreover, all student of Universiti Teknologi Mara
(UiTM) Malacca City Campus will participate in this survey. The data collected will be
recorded in Excel right after researcher received the responds from the respondents.

8
 3.5 QUESTIONNAIRE DESIGN

This research primarily aims to examine student’s satisfaction with online learning. A
sample questionnaires was built in online form such as Google Form. The
questionnaire is been provided in the appendix of this research paper. The
questionnaire was contained three section and it took less than ten minutes for the
respondents to answer. For section A is demographic information as to know the
gender, course and semester of the respondents. For Section B is about dependent
variable which is satisfaction with online learning. Besides, for Section C is about
independent variable which is content design.

The respondents were specifying their level of agree or disagree which based on a
five-point Likert’s scale (1) strongly disagree, (2) disagree, (3) neutral, (4) agree and
(5) strongly agree. The sections in the questionnaire are separated as follows:

DESIGN OF
SECTION VARIABLE DIMENSIONS SOURCES
QUESTIONNAIRE

A - Demographic Close Ended Questions -

Information

Dependent Student Five-point Likert Scale Dziuban, C., Moskal, P.,

B Satisfaction with Thompson, J., & Kramer,
online learning L. (2015).

C Independent Ease of use Five-point Likert Scale (Roach & Lemasters,

2006)
(Ramirez-Anormaliza et
al., 2015) (Saba, T. 2012)

Table 3.1: Questionnaire Design

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3.6 DATA ANALYSIS

Analysis is the application of reasoning to understand about a subject. The procedure

of data analysis may involve determining consistent patterns and summarizing the
appropriate details revealed by the study. The process of data analysis begins after
all data is obtained from the respondents. After the questionnaire collection was
completed, the data will be coded before it is analysed. The Statistical Package for
Social Science (SPSS) for Windows was used to analyse the data and obtain
answers for the research questions. For this research, using SPSS for Windows,
researcher conducted the Reliability analysis, Descriptive Analysis, Frequency
Distribution Analysis, Correlation Analysis and Multiple Regression.

3.6.1 Frequency Distribution

The frequency distribution is used by researcher to understand the

respondent profiles which describes the frequency characteristics of the
respondents. The attributes of each category were analysed by using
descriptive statistics which shows frequencies and percentage.

3.6.2 Descriptive Analysis

Descriptive analysis is a summarization of the data set that indicates the
basic features of data in the research. The summary of the data or measures
obtained can be visualized through figures and graphical analysis. These
descriptive statistics also can be obtained by measure of central tendency
such as the mean scores and as well as the standard deviation. SPSS is
used to analyse the data obtained from the respondents. Table 3.2 shows the
range of mean score level.

Table 3-2 Mean Score Level

Level Mean Score
Low 1.00 – 2.33
Moderate 2.34 – 3.67
High 3.68 – 5.00
Table 3.2: Mean Score Level

Source: Sekaran & Bougie (2013)

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3.6.3 Reliability Analysis

Reliability test is done with the purpose of checking whether the data obtained
from the survey is reliable or not for the study. The reliability of measures
indicates the extent to which it is without error and hence ensures consistent
measurement across time and across the various items in the instrument.

Cronbach’s alpha tests to see if multiple-questions based on the Likert scale

are reliable. There were certain variables that are very difficult to measure.
Thus, the Cronbach’s alpha test will tell the researcher if the test that they
have designed is accurately measuring the variable of interest.

Table 3-3
Cronbach’s Alpha

Cronbach’s Alpha Internal Consistency

α ≥ 0.9 Excellent
0.9 > α ≥ 0.8 Good
0.8 > α ≥ 0.7 Acceptable
0.7 > α ≥ 0.6 Questionable
0.6 > α ≥ 0.5 Poor
0.5 > α Unacceptable
Table 3.3: Cronbach’s Alpha

Source: (Tavakol & Dennick, 2011)

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3.6.4 Pearson Correlation Coefficient

Pearson correlation coefficient is used to measure the direction, strength and

significance of association among all the variables in the study.

Table 3.4 shows the interpretation of the Pearson’s correlation coefficient that
shows the strength of association that exists between each independent
variable and dependent variable.

Pearson’s Correlation

R Strength of Relationship

< 0.20 Almost negligible

0.20 – 0.39 Low correlations; definite but small relationship
0.40 – 0.69 Moderate correlation with; substantial relationship
0.70 – 0.89 High correlation; marked relationship
>0.90 Very high correlation; very dependable relationship
Table 3.4: Pearson's Correlation

Source: Guilford’s Law (1973)

3.6.5 Multiple Regression Analysis

Multiple regression indicates the relationship whether the independent

variables are able to affect/influence the dependent variable. Besides that, it
will show which independent variable are had the strongest influence on the
independent variable.

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 CHAPTER 4: RESULTS AND FINDINGS

4.0 INTRODUCTION

This chapter discusses the results and findings from the data that was collected
using online survey forms. A total of 166 responses were collected from UiTM KBM
students. This chapter discusses the demographic characteristics of the respondents,
the reliability of the items in the questionnaire, the descriptive analysis, correlation
and regression analysis.

4.1 DEMOGRAPHIC CHARATERISTICS

Demographic Characteristics Frequency Percentage

Gender
Male 35 21.1
Female 131 78.9
Course
Human Resource Management 80 48.2
International Business 31 18.7
Marketing 7 4.2
Finance 26 15.7
Hotel and Tourism 9 5.4
Office management 13 7.8
Table 4.1 discusses the demographic characteristics of the respondents.

Table 4. 1: Background of Respondent

Based on Table 4.1, there are 78.9% females and 21.1% males. In terms of the
courses, a higher number of the students were Human Resource Management
students (48.2%). This is followed by 18.7% who are International Business
students. The lowest numbers were those who were Hotel and Tourism students
(5.4%).

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4.2 RELIABILITY ANALYSIS

Table 4.2 discusses the Cronbach Alpha of the variables used in this research. The
dependent variable is satisfaction towards online learning and the independent
variable is ease of use.

Variables Number of Cronbach’s Interpretation

items alpha
Student satisfaction 5 0.91 Good
towards online learning
Ease of use 5 0.927 Good
Table 4. 2 Realibility Analysis

Based on Table 4.2, the Cronbach Alpha for the students’ satisfaction towards online
learning is 0.91 and the Cronbach Alpha of the ease of use 0.927

4.3 DESCRIPTIVE STATISTICS

The descriptive statistics (mean, standard deviation, minimum and maximum) of the
variables are discussed in Table 4.3.

N Minimu Maximum Mean Std

m Deviation
Students’ satisfaction 166 1.00 5.00 3.4596 0.88331
towards online learning
Ease of use 165 1.00 5.00 3.6691 0.85985
Table 4. 3: Descriptive Statistics

From Table 4.3, the mean for the students’ satisfaction of online learning is 3.4596
which means that most respondents are neutral with the statements in the
questionnaire regarding this variable. For the ease of use, the mean was 3.6691
showing that the respondents neutral but higher than the mean of the dependent
variable with the statements in the questionnaire regarding this variable. The
standard deviation was 0.88331 for the students’ satisfaction of online learning and
0.85985 for the ease of use. However, for the minimum and maximum numbers for
both is same which is 1.00, 5.00.

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4.4 PEARSON CORRELATION

Pearson Correlation shows the association between the IV and the DV.

Satisfaction Ease of use

Students’ satisfaction of online 1.000 .675**
learning 0.000
Sig (two-tailed) 165
N 166
Ease of use .675** 1
Sig (two-tailed)
N 165 165

*Significant at 0.05 **Significant at 0.01

Table 4. 4: Correlation between independent and dependent variable

From Table 4.4, the following can be observed, there is a positive relationship,
strong association and statically significant association between the ease of use
and the students’ satisfaction of online learning (r=0.675, p<0.05)

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4.5 REGRESSION ANALYSIS

The regression analysis was carried out to obtain the R-square, ANOVA and the
coefficient values of the relationship between the variables.

Model Summary

Model R R square Adjusted R Std. Error of the

Square Estimate
1 .675ª .456 .452 .65514

ANOVA Table

Model Sum of Squares df Mean F Sig.

Square
Regression 58.565 1 58.565 136.447 .0000b
Residual 69.962 163 .429
Total 128.527 164

Coefficient Table

Model Unstandar Coefficients Standardized t Sig

dized B Std. Error Coefficients
Beta
constant .912 .224 4.070 .000
Ease of use .695 .059 .675 11.68 .000
1
a. Dependent Variable: Students’ satisfaction of online learning

Table 4. 5: Regression Analysis

Based on the tables, the R-square is 0.456 which shows that 45.6% of the variance
in the students’ satisfaction of online learning is explained by the ease of use. The
remaining 54.4% is explained by other factors. As for the F statistics is significant
(f= 136.447, p<0.05). This indicates that the model is statistically significant. The
result for the ease of use is 0.000, which is below 5% significant level. Therefore,
ease of use is significant. Ease of use is positively related with students’
satisfaction with online learning. As ease of use increases by one standard deviation,

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 students’ satisfaction towards online learning increases by 0.675 of a standard
deviation.

H1 There is a relationship between ease of use and

students’ satisfaction of online learning Accepted
Table 4. 6: Hypothesis Result Table

4.6 CONCLUSION

This chapter discussed the findings from the data that was collected from 166
respondents who are UiTM KBM students. The next chapter will discuss the
conclusion and the recommendations based on the findings.

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 CHAPTER 5: DISCUSSION AND CONCLUSION

5.1 INTRODUCTION

This chapter is the result of discussions and the results of the study. This section is
the final chapter of this research project to explain the potential implications of the
results of the research. In addition, limitations are also being discussed.

5.2 DISCUSSION

While much of the online learning literature focuses on the type of approaches or
ways to do online learning and its effects to the students’ satisfaction towards online
learning (Basuony, EmadEldeen, Farghaly, Bassiouny and Mohamed, 2020), we
seek to understand whether the ease of use of online learning could impact the
students’ satisfaction. According to Riley, Ellegood, Solomon and Baker (2016), there
is a relationship between the requisite skills to succeed in the online environment
which concludes that if the online platform used is easy to navigate and can be
understood, the more information can be understood by the students, thus will most
likely increase students’ satisfaction. It is as same as the result obtaind by our study.
As for the findings, we managed to analyze that there is an association between the
ease of use of online learning and students’ satisfaction towards online learning. The
relationship is explained further by analyzing that if the ease of use of online learning
increases, therefore, the students’s satisfaction towards online learning increases as
well.

Finally, when considering the ease of use of online learning, we find the relationship
strength to be more pronounced for online students. Hence, lecturers need to ensure
that the online learning platform used is easy to navigate and understood. We
contend that if students are not able to navigate the online learning platform, their
satisfaction towards the online learning will decrease. Thus, resulting to the lecturers
having to find other alternatives that could ease both of students and lecturers in term
of navigation.

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5.3 CONCLUSION

In conclusion, this study has proven that the factors that affect students’ satisfaction
towards online learning is the degree of whether the online learning platform can be
easily navigated and understandable. It further confirms that if the online learning
platform is easy to use, the students’ satisfaction will increase. Therefore, this study
has answered the question by looking through its findings, it is clear that there is a
positive relationship between the ease of use of online learning towards students’
satisfaction.

Due to the rising concern of this Covid-19 pandemic, students now have to get used
learning through online platform as their new norm. However, not every online
learning platform used by their lecturers are easily navigated and understandable
enough for the students. Therefore, it is crucial to choose which online learning
platform is easy to use by the students as it can affect their satisfaction towards the
new norm, online distance learning.

5.4 IMPLICATION

This research is important as due to the Covid-19 pandemic, there are shifts from
physical classes and all the learning session had to be change to online learning.
Without prior of proper guidelines on doing this type of learning in full online, this
might have incurred a lot of stresses among the lecturers and also students. Thus,
this research is really helpful to the top management of UiTM in order to improve the
quality of this learning mode and what they should do in order to make sure that the
learning process can run smoothly. By conducting this research, top management,
lecturers, and student can come out with proper guidelines and preparation on how
to improve students’ satisfaction on online learning. Not only that, by this research,
the related authorities can help to improve the mental health of students by
suggesting various way on how to make this learning success such as providing the
materials in one platform that can be easily access by the students according to
students flexible time and tools.

19
5.5 LIMITATIONS

However, there a few limitations of this research. This research’s sample size is too
small as this research only focused on the UiTM Malacca City Campus’s students
only and it does not suitable to be applied to all universities as each university has
different way of teaching and learning. Not only that, as the sample size is small this
might not represent all of the students of UiTM due to other factors such as easy to
get access of internet due to Wi-Fi at home or much more suitable to do online
classes rather than physical classes. Thus, the research cannot be used for general
representation of all university student as this research unable to collect data from
variety of university student across Malaysia.

20
6.0 REFERENCES

1. Al-rahmi, W., Othman, M., & Mi Yusuf, L. (2015). Exploring the Factors that Affect
Student Satisfaction through Using E-Learning in Malaysian Higher Education
Institutions. Mediterranean Journal Of Social Sciences.
2. Alnusairat, S., Al Maani, D., &amp; Al-Jokhadar, A. (2020). Architecture students’
satisfaction with and perceptions of online design studios during COVID-19
lockdown: The case of Jordan universities. Journal of Architectural Research.
3. Basuony, M., EmadEldeen, R., Farghaly, M., El-Bassiouny, N. and Mohamed, E.,
2020. The factors affecting student satisfaction with online education during the
COVID-19 pandemic: an empirical study of an emerging Muslim country. Journal of
Islamic Marketing.
4. Calisir, F., Gumussoy, C. A., Bayraktaroğlu, A. E., &amp; Deniz, E. (2010).
Intellectual capital in the quoted Turkish ITC sector. Journal of Intellectual Capital.
5. Chopra, G., Madan, P., Jaisingh, P., & Bhaskar, P. (2019). Effectiveness of e-
learning portal from students’ perspective. Interactive Technology And Smart
Education, 16(2), 94-116.
6. Jalil Shah, H., & Attiq, S. (2016). Impact of Technology Quality, Perceived Ease of
Use and Perceived Usefulness in the Formation of Consumer’s Satisfaction in the
Context of E-learning. Abasyn Journal of Social Sciences, 9(1), 124-140.
7. Riley, J., Ellegood, W., Solomon, S., & Baker, J. (2017). How mode of delivery
affects comprehension of an operations management simulation. Journal Of
International Education In Business, 10(2), 183-200.
8. Samarasinghe, S.M. (2012), “e-Learning systems success in an organisational
context: a thesis presented in partial fulfilment of the requirements for the degree of
doctor of philosophy in management information systems at Massey university,
Palmerston North, New Zealand”, Doctoral dissertation, Massey University
9. Savara, V., & Parahoo, S. (2018). Unraveling determinants of quality in blended
learning: are there gender-based differences? International Journal of Quality &
Reliability Management, 35(9), 2035-2051.
10. Shehzadi, S., Nisar, Q., Hussain, M., Basheer, M., Hameed, W., & Chaudhry, N.
(2020). The role of digital learning toward students' satisfaction and university brand
image at educational institutes of Pakistan: a post-effect of COVID-19. Asian
Education And Development Studies.
11. Shneiderman, B. (2010), Designing the User Interface: strategies for Effective
Human-computer Interaction, Pearson Education India, Delhi

21
12. Waheed, M., Kaur, K., &amp; Qazi, A. (2016). Students’ perspective on knowledge
quality in eLearning context: A qualitative assessment.

13.

22
7.0 APPENDICES

STUDENT SATISFACTION WITH ONLINE LEARNING

Dear Respondent,

We are conducting a study aimed at understanding student’s satisfaction towards online

learning. We invite you to participate in this research by answering the attached
questionnaire. Your responses will be kept confidential and will be processed collectively.
Thank you for your participation.

Instructions: For each of the following statements, please mark (√) a scale that accurately
reflects your thoughts and feelings.

SECTION A: DEMOGRAPHIC INFORMATION

1. Gender :

 Male  Female

2. Course :

BA 246 Student BA 243 Student

 BA 242 Student BA 232 Student
 BA 240 Student BA 241 Student

3. Semester :

1 4
2 5
3

23
 SECTION B: SATISFACTION WITH ONLINE LEARNING

Instructions: For each of the following statements, please mark a scale that accurately
reflects your thoughts and feelings.

Scale: 1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly

Agree

Strongly
Strongly
Statement Disagre Disagree Neutral Agree
Agree
e
1. I have more opportunities to
reflect on what I have learnt
in online courses.

2. My online experience has

increases my opportunities to
access and use information.
3. Generally, I understand
course requirements better in
an online course.
4. I can manage my own
learning better in online
courses.
5. Generally, I am more
engaged in my online
courses.

24
 SECTION C: EASE OF USE

Instructions: For each of the following statements, please mark (√) a scale that accurately
reflects your thoughts and feelings.

Scale: 1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly

Agree

Strongly Strongly
Statement Disagree Neutral Agree
Disagree Agree

1. I am able to use the e-learning

and internet including web
browser with ease.

2. It will be easy for me to access

the materials provided online
by the instructor.
3. I was satisfied with the
response time I received from
my instructor.
4. I am satisfied with the
technology and software that I
am using for e-learning
5. I consider that e-learning
system is easy to use

25
 SUMMARY OF LITERATURE REVIEW

REFERENCES OBJECTIVE METHOD DEPENDENT INDEPENDENT OTHER FINDINGS

VARIABLE VARIABLE VARIA
BLES
examine the use of the  Impact on the  content of e- The model was developed
Waleed Mugahed Al- factors affecting structural satisfaction of learning, interface on the basis of technology
rahmi, the satisfaction of equation students. of e-learning, acceptance model (TAM)
Mohd Shahizan Othman, students enrolled modelling personalization of and the findings evidenced
Lizawati Mi Yusuf in Malaysian (SEM) method e-learning that the model is a robust
(2015) institutions of with the community of e- theoretical tool employed to
higher learning. SmartPLS learning, examine the acceptance of
program  self-efficacy of e- e-learning among students.
learning,
 perceived
usefulness,
perceived ease of
use intention to use
 e-learning
Data was
Shah, H. J. & Attiq, S. To investigate the collected by  consumer  the impact of It was concluded that
(2016) impact of using online satisfaction technology quality, consumers perceive a high
consumer‟s questionnaire perceived ease of quality e-learning system to
perceived ease form 1338 use and perceived be useful with respect to
and perceived students of usefulness their needs and they also
usefulness on virtual consider a high quality
consumer‟s education technology easy to use. The
satisfaction in the system results imply that if an e-
context of e- universities. learning system is useful,
learning. then the customer would be
satisfied.

Chopra, G., Madan, P., Evaluating the Survey and  Effective of e-  System Quality System quality and service
Jaisingh, P. & bhaskar, effectiveness of questionnaire learning quality contribute more to e-

26
P. (2019) the e-learning  Service Quality learning system compared to
experience from  Information Quality information quality. Students
students’ perception may be that
perceptive information available on the
website may not be very
useful as it is a one-way
mode of communication. The
researcher also found that
the three dimensions
(system quality, service
quality and information
quality) of e-learning system
contributes to user
satisfaction and net benefits
Riley, J. M., Ellegood, W To understand Survey data  Comprehens  Mode of learning Team interaction, previous
A., Solomon, S. & Baker, how mode of ion of an software experience,
J. (2017) delivery, online operations instructor’s guidance and
versus face-to- management simulation’s ease of use
face, affects simulation affected student
comprehension comprehension
when teaching
operations
management
concepts via a
simulation
Savara, V. & Parahoo, S The purpose of literature  Student  technology A five factor solution
(2018) this paper is to review learning infrastructure emerged for both genders,
model the factors combined with experience quality therefore concluding that the
influencing the in-depth  learner engagement identified factors did not play
quality of learning interviews of a  faculty technology a statistically significant role
experiences (LE) broad range of competence in predicting the gender of
of students in stakeholders  learner interaction students. Thus, the same
blended learning were used to  course design factors may be used to
(BL) develop a quality enhance the quality of LE of
environments in conceptual both male and female

27
 higher education study model, students.
(HE) sector, and which was
to assess then
whether these empirically
factors differ tested using
across gender data collected
from a global
sample of 267
students from
diverse BL
environments.
Factor analysis
and binary
logistic
regression
were used to
test the study
model.
Shehzadi, S., Nisar, Q. To examine the E-  Student  E-services quality
A., Hussain, M. S., role of information questionnaires satisfaction  E-information ICT, e-service quality, and e-
Basheer, M. F., Hameed, and and university quality information quality are
W. U. & Chaudhry, N. I. communication brand image positively contributed toward
(2020) technology (ICT), students’ e-learning which
e-service quality ultimately leads to create
and e-information positive e-word of mouth and
quality towards students’ satisfaction.
brand image of Meanwhile, results also
universities by identified that e-word of
concentrating on mouth and students’
students’ e- satisfaction lead to generate
learning, e-word a positive brand image of
of mouth and universities.
satisfaction.
Samarasinghe, S.M. To investigate the Survey  E-Learning  E-Learning systems The efficiency of the e-
(2012) aspects of the Questionnaire system  Instructor learning method has had a

28
 performance of e- success dimensions significant influence on the
learning  Learners satisfaction of both the
programmes in dimensions instructor and the learner.
an organisational The efficiency of the e-
context, based on learning system was also
teachers and influenced by the expansion
learners as core of the use of the e-learning
stakeholders system by the instructor
Alnusairat, S., Al Maani, Examining the E-  Student  Learning The results of this research
D., &amp; Al-Jokhadar, attitudes of questionnaires satisfaction engagement highlight that many of the
A. (2020). students in and  Learning autonomy participants were unsure
Jordanian higher perception on  Learning quality about elements of their
education online  Learning behaviour knowledge of online learning
institutions learning and needed more feedback
towards the use and encouragement
of online design
studios during the
2019 lockdown of
coronavirus
disease (COVID-
19) and exploring
how their use
could boost the
learning process
Waheed, M., Kaur, K., The goal of this Unstructured  Knowledge  Data quality (DQ) The qualitative results
&amp; Qazi, A. (2016). paper is to open-ended quality (KQ)  Information quality uncover the viewpoint of
describe the questionnaires (IQ) students on the level of
specific images information learned from
correlated with content used in online
the quality of classes. In total, there were
information (KQ)
34 underlying sub-
based on the
dimensions of KQ, grouped
experience of
students in an into five dimensions of KQ:
educational intrinsic KQ, contextual KQ,

29
 institution. representational KQ, open
KQ, and actionable KQ.

Calisir, F., Gumussoy, C. The object of this Multiple  Intellectual  Human capital As a whole, all the
A., Bayraktaroğlu, A. E., paper is to apply regression capital efficiency companies had a relatively
&amp; Deniz, E. (2010). Pulic's Value analysis  Firm leverage higher human capital
Added Intellectual  Firm size efficiency than structural and
Coefficient  Predicted capital efficiencies. In
(VAIC™) in order profitability addition, the findings of the
analysis showed that
to compare, in
profitability was well
terms of
expected by factors such as
intellectual capital human capital efficiency, firm
performance, the leverage, and business size.
quoted Among them, the highest
information effect was on human
technology and
communication
companies on the
Istanbul Stock
Exchange (ISE).
This thesis also
explores VAIC™
and the effect of
its components
on market
efficiency.

Basuony, M. A., This study aims Survey and  students’  Internet facilities The results of this study
EmadEldeen, R., to investigate questionnaire satisfaction and platform indicate that Egyptian
Farghaly, M., El- factors affecting with online  Course structure university students tend to
Bassiouny, N., &amp; students’ learning  Participation and use synchronous teaching

30
Mohamed, E. K. (2020). satisfaction with during the class time approaches on multiple
online learning COVID-19  Motivation and self- platforms. The findings of
during the pandemic. motivation this study have showed that
COVID-19  Stress and loss of the internet, platform, class
pandemic. interest time, lack of interest,
 Methods of motivation and self-
assessment motivation, and the use of
online exams as an
assessment can be seen as
variables that have a
substantial effect on the
satisfaction of students with
online learning in Egypt.

Shneiderman, B. (2010), 
Table 7. 1 Summary of Literature Review

31
DECLARATION

32
 FACULTY OF BUSINESS AND MANAGEMENT
ASSIGNMENT/ PROJECT DECLARATION FORM

Student’s Name : NUR ATHIRAH BINTI WADI

Student’s ID : 2019336287 Student’s I/C No. : 980401016158

Program Code : BA243 Part : 5 Course Code : MGT 648

Course :
Name RESEARCH METHODOLOGY

Assignment/ Due Submission

Project No. : 2 Date : 27/1/2021 Date : 27/1/2021

Assignment/ :
Project Title RESEARCH REPORT

Lecturer’s Name : DR RACHEL SAMUEL

I hereby declare that the work in this assignment/ project was carried out in accordance with the
regulations of Universiti Teknologi MARA. It is original and is the results of my own work, unless
otherwise indicated or acknowledged as referenced work. This assignment/ project has not been
submitted to any other academic institution or non-academic institution for any degree or qualification.

I acknowledge that I have been supplied with the Academic Rules and Regulations for Universiti
Teknologi MARA’s Diploma/ Bachelor Degree/ Master’s Degree students, regulating the conduct of
my study and exams.

I hereby declare that this assignment/ project is written by me and:

i. is a result of my own work;
ii. has not been used for another assessment at another department/ university/ university college
in Malaysia or another country;
iii. does not refer to/quote works of others or own previous writings without stating it both in the text
and in the reference list;
iv. mentions explicitly all sources of information in the reference list; and
v. will go through similarity check (Turnitin).

I am aware that disciplinary action (which may include the deduction of marks in the assignment/
project) will be taken against me if I am found to be an offender.

27/01/2021

Date Student’s Signature

/ SAT FBM Sep 2020

 FACULTY OF BUSINESS AND MANAGEMENT
ASSIGNMENT/ PROJECT DECLARATION FORM

Student’s Name : NURUL AIN NABILA BINTI ZULKEFLI

Student’s ID : 2019328905 Student’s I/C No. : 981123145658

Program Code : BA243 Part : 5 Course Code : MGT 648

Course :
Name RESEARCH METHODOLOGY

Assignment/ Due Submission

Project No. : 2 Date : 27/1/2021 Date : 27/1/2021

Assignment/ :
Project Title RESEARCH REPORT

Lecturer’s Name : DR RACHEL SAMUEL

I hereby declare that the work in this assignment/ project was carried out in accordance with the
regulations of Universiti Teknologi MARA. It is original and is the results of my own work, unless
otherwise indicated or acknowledged as referenced work. This assignment/ project has not been
submitted to any other academic institution or non-academic institution for any degree or qualification.

I acknowledge that I have been supplied with the Academic Rules and Regulations for Universiti
Teknologi MARA’s Diploma/ Bachelor Degree/ Master’s Degree students, regulating the conduct of
my study and exams.

I hereby declare that this assignment/ project is written by me and:

vi. is a result of my own work;
vii. has not been used for another assessment at another department/ university/ university college
in Malaysia or another country;
viii. does not refer to/quote works of others or own previous writings without stating it both in the text
and in the reference list;
ix. mentions explicitly all sources of information in the reference list; and
x. will go through similarity check (Turnitin).

I am aware that disciplinary action (which may include the deduction of marks in the assignment/
project) will be taken against me if I am found to be an offender.

27/01/2021 Nurul Ain

/ SAT FBM Sep 2020

 Date Student’s Signature

FACULTY OF BUSINESS AND MANAGEMENT

ASSIGNMENT/ PROJECT DECLARATION FORM

Student’s Name : NOOR AZWA NARINA BINTI RAMLI

Student’s ID : 2019544649 Student’s I/C No. : 980929016260

Program Code : BA243 Part : 5 Course Code : MGT 648

Course :
Name RESEARCH METHODOLOGY

Assignment/ Due Submission

Project No. : 2 Date : 27/1/2021 Date : 27/1/2021

Assignment/ :
Project Title RESEARCH REPORT

Lecturer’s Name : DR RACHEL SAMUEL

I hereby declare that the work in this assignment/ project was carried out in accordance with the
regulations of Universiti Teknologi MARA. It is original and is the results of my own work, unless
otherwise indicated or acknowledged as referenced work. This assignment/ project has not been
submitted to any other academic institution or non-academic institution for any degree or qualification.

I acknowledge that I have been supplied with the Academic Rules and Regulations for Universiti
Teknologi MARA’s Diploma/ Bachelor Degree/ Master’s Degree students, regulating the conduct of
my study and exams.

I hereby declare that this assignment/ project is written by me and:

xi. is a result of my own work;
xii. has not been used for another assessment at another department/ university/ university college
in Malaysia or another country;
xiii. does not refer to/quote works of others or own previous writings without stating it both in the text
and in the reference list;
xiv. mentions explicitly all sources of information in the reference list; and
xv. will go through similarity check (Turnitin).

I am aware that disciplinary action (which may include the deduction of marks in the assignment/
project) will be taken against me if I am found to be an offender.

27/01/2021

/ SAT FBM Sep 2020

 Date Student’s Signature

/ SAT FBM Sep 2020