Med2020 Mytan

ATTITUDES OF WAWASAN OPEN UNIVERSITY
STUDENTS TOWARDS THE USE OF LEARNING

MANAGEMENT SYSTEM
TAN MEI YENG
SCHOOL OF EDUCATION, LANGUAGES & COMMUNICATION

WAWASAN OPEN UNIVERSITY
2020
NAME Tan Mei Yeng
DEGREE Master of Education
SUPERVISOR Dr. Pushpavalli a/p Appoo
TITLE Attitudes of Wawasan Open University Students towards the Use
of Learning Management System
DATE June 2020
Project Report submitted in partial fulfillment

of the requirements for the award of
Master of Education
of
Wawasan Open University
Penang, Malaysia
ACKNOWLEDGEMENTS
I would like to offer my special thanks to my mother, family and friends for supporting my
academic endeavours emotionally over the last two years. There were times that my work
commitments and other challenges making me believe that I would not be able to
accomplish this mission. Due to their motivation and encouragement, I managed to finish
the last piece of the puzzle of this journey.
I wish to acknowledge and express my deep gratitude to Dr. Pushpavalli a/p Appoo, my
research supervisor, for her patient guidance, useful critiques, enthusiastic encouragement,
constructive and valuable suggestions throughout this study. Her willingness to give her
time so generously has been very much appreciated.
I can’t thank enough the 43 Wawasan Open University students, for their generous and
immediate help in participating in this study during the execution of Movement Control
Order in Malaysia. This research report would not be possible without them who consented
to participate in it. I am grateful for their valuable assistance. Last but not least, I would
like to dedicate this work to the memory of my father.
Tan Mei Yeng

June 2020
ii
TABLE OF CONTENTS
Contents Page
Title page ............................................................................................................................. i

Acknowledgements ............................................................................................................. ii
Certificate of Originality .................................................................................................... iii
Plagiarism Statement ......................................................................................................... iv
Table of Contents .................................................................................................................v
List of Tables .................................................................................................................... vii
List of Figures .................................................................................................................. viii
Abstract .............................................................................................................................. ix
Chapter 1 Introduction to the Study

1.1 Introduction ................................................................................................................1
1.2 Background of the Study ...........................................................................................1
1.3 Problem Statement……………………………………………………………........ 4
1.4 Research Objectives ...................................................................................................5
1.5 Research Questions ....................................................................................................6
1.6 Significance of Study .................................................................................................6
1.7 Definition of Terms....................................................................................................7
1.8 Limitation of Study ....................................................................................................7
1.9 Summary ....................................................................................................................8
Chapter 2 Literature Review

2.1 Introduction ................................................................................................................9
2.2 Previous Studies in Overseas Context .......................................................................9
2.3 Previous Studies in Malaysian Context ...................................................................12
2.4 Conceptual Framework ..........................................................................................14
2.5 Summary ..................................................................................................................15
Chapter 3 Methodology
3.1 Introduction ..............................................................................................................16
3.2 Research Design .......................................................................................................16
3.3 Population, Samples and Sampling ..........................................................................16
3.4 Location of Research ...............................................................................................17
3.5 Instrumentation ........................................................................................................17
3.6 Data Collection .........................................................................................................18
3.7 Data Analysis ...........................................................................................................18
3.8 Summary ..................................................................................................................19
v
Chapter 4 Findings and Discussion
4.1 Introduction ..................................................................................................................20
4.2 Demographical Information .........................................................................................20
4.3 Personal Experiences and LMS Type Relationship .....................................................22
4.4 Personal Experiences and Training Course in Using LMS Relationship ....................24
4.5 Personal Experiences and LMS Usage in Relation to LMS Facilities Availability ....26
4.6 Research Question One ................................................................................................28
4.7 Research Question Two ...............................................................................................30

4.7.1 Testing of Hypothesis 1.........................................................................................30
4.7.1.1 Testing of H01a ..............................................................................................31
4.7.1.2 Testing of H01b ..............................................................................................32
4.7.1.3 Testing of H01c ..............................................................................................33
4.7.2 Summary of H1 Testing ........................................................................................34
4.8 Research Question Three .............................................................................................35

4.8.1 Testing of Hypothesis 2.........................................................................................35
4.8.2 Testing of Hypothesis 3 ........................................................................................37
4.9 Summary ......................................................................................................................39
Chapter 5 Conclusion, Implication and Recommendation

5.1 Introduction ..............................................................................................................40
5.2 Conclusions………………………………………………………………………. 40
5.3 Implications…………………………………………………………………..........41
5.4 Recommendations................................................................................................... 42
5.5 Summary………………………………………………………………………......43
References
Appendix
vi
LIST OF TABLES
Tables Page
Table 4.1 Study Sample of WOU Students…………………………………... 21
Table 4.2 Preferred Types of LMS Training Course…………………………. 25
Table 4.3 Preferred Use of WawasanLearn…………………………………... 26
Table 4.4 Importance of WawasanLearn for Assessment-Related Tasks……. 27
Table 4.5 Importance of LMS for Communication Tasks………………….... 28
Table 4.6 Attitude Towards Using WawasanLearn (ATU)…………………... 29
Table 4.7 Group Statistics……………………………………………………. 31
Table 4.8 Independent Samples Test…………………………………………. 32
Table 4.9 Group Statistics……………………………………………………. 32
Table 4.11 Group Statistics …………………………………………………… 33
Table 4.13 Model Summary …………………………………………………... 36
Table 4.14 ANOVAa........................................................................................... 37
Table 4.15 Coefficientsa…………………………………………………….…. 37
Table 4.16 Model Summary…………………………………………………… 38
Table 4.17 ANOVAa…………………………………………………………… 38
Table 4.18 Coefficientsa………………………………………………………... 39
vii
LIST OF FIGURES
Figures Page
Figure 1.1 Research Framework………………………………………………. 14
Figure 4.1 Level of Computer Skills…………………………………………... 22
Figure 4.2 Personal Usage of WawasanLearn for Learning Activities ……….. 22
Figure 4.3 Features of WawasanLearn Currently Used by the Students……… 23
Figure 4.4 Duration of Logging on to WawasanLearn Each Time……………. 24
Figure 4.5 Preferred Attending LMS Training Course………………………... 24
viii
NAME Tan Mei Yeng
DEGREE Master of Education
SUPERVISOR Dr. Pushpavalli a/p Appoo
TITLE Attitudes of Wawasan Open University Students towards the Use
of Learning Management System
DATE June 2020
ABSTRACT
Learning Management System (LMS), which is also known as WawasanLearn at Wawasan
Open University (WOU) in Malaysia is a learning platform for both distance learners and
full time students at WOU. WawasanLearn has become an essential tool for WOU to
disseminate information as well as course materials and resources to the learners. The
objective of this study was to investigate the attitudes of WOU students towards the use of
WawasanLearn in the teaching and learning process. A sample of 43 students of WOU had
been selected to take part in this study by using simple random sampling method.
Quantitative approach was adopted in this study. A pre-validated survey questionnaire
consisting of five sections, which covering the demographic characteristics and students’
perception regarding the use of WawasanLearn related to two independent variables,
perceived ease of use (PEU) and perceived usefulness (PU) as well as the dependent
variable of attitudes towards use (ATU) were used for data collection. On the other hand,
descriptive statistics were used to depict the demographic characteristics and personal
usage of WawasanLearn for learning activities of the students. Inferential statistics, simple
linear regression analysis (SRA) and independent t-test were used to measure the
association between the study variables. All analysis was implemented by using Statistical
Package for Social Science (SPSS).
Keywords: Learning management system, attitudes, open distance learning, TAM
ix
CHAPTER 1
INTRODUCTION TO THE STUDY
1.1 Introduction
This chapter presented an overview of the Learning Management System (LMS) and the
background of Wawasan Open University in Malaysia and its LMS, namely
WawasanLearn. Meanwhile, this chapter also discussed the general functions and features
of LMS, and followed by the problem statement areas, research objectives, research
question, significance of the study, definitions of terms as well as the research limitations.
Lastly, there was a summary of the chapter.
1.2 Background of the Study

The advent of ICT technologies has dramatically changed the mode of learning in
universities across the globe. Learning Management System (LMS) is one such technology
among these ICT technologies, which has got noteworthy popularity in both traditional and
distance learning mode of education. Most of the tertiary institutions, colleges or
universities are offering distance learning or e-learning mode to their students. They have
adopted LMS as a mandatory tool.
On the other hand, Open Distance Learning (ODL) is a great method of reaching adult
learners. In Malaysia, higher education institutions (HEIs) that offer ODL courses have
sprung up like mushrooms after rain. These HEIs have adopted several types of learning
management systems (LMSs) to ease the teaching and learning process. Wawasan Open
University (WOU) is one such private university which specially dedicated to working
adults since 2005. Its unique open distance learning (ODL) approach is ideal for adult
learners, especially working adults, who wish to take up tertiary education for self-
enrichment and professional development in a flexible way. Hence, a large amount of
money has been invested by WOU on the projects of establishing its Learning Management
System (LMS) which named as WawasanLearn. WawasanLearn is an online platform to
input information and for online forum with students, tutors and course coordinators. It is
designed to help ODL learners keep up the pace with management of their study objectives.
On top of that, it also acts as a platform to seek and disseminate information at ease.
1
Apparently, the Learning Management System (LMS) has become a complementary tool
in blended learning or fully online distance learning environment for the delivery of course
content. Recent studies have shown that LMS has allowed learners to access information
about the course asynchronously or synchronously and at any time, depending on their
preferences, so long as there is an Internet connection. (Asiri, Abu Bakar, Mahmud, &
Mohd Ayub, 2012). Besides, LMS also offered a means for the uploading and downloading
of handout note and assignment grading (Asiri et al., 2012; Govindasamy, 2001). In
addition, LMS allowed students to interact and communicate with their instructors and to
collaborate in a fast and convenient way. These forms of contact have included one-to-one
or one-to-many social media platforms (Chan, 2009). As such, LMS has helped educational
institutions transform the Internet into a powerful, energetic medium in the teaching and
learning process (Aljarrah, 2011).
Learning Management System Software encompasses an array of functions which makes

it an efficient tool in tertiary education. Alshorman and Bawaneh (2018) and Tekinarslan
(2009) have suggested the common functions and the characteristics in which a LMS
should possess:
1) Provides medium for interaction: These are the tools that enable students, teachers and
the faculty to interact with each other. They should be easy to access by the users at
anyplace and anytime. These tools encompass the following:
• Announcements: Tool which provides learners with the latest announcements or
news that the faculty wants to send to students or instructors.
• User Guide: Tool which helps generate a guide for learners’ involvement in the
programme study. It promotes many skills for users.
• Timetable: Tool which notifies students about the time of events associated to the
learning course and alerts students in time, such as tutorials, lectures and
videoconferences or face-to-face meetings in the institutions.
• Tasks: Tool which informs students about what tasks or assignments they should
perform. It also enables instructors to track learners’ submission of assignments.
2
2) Content presentation: It is a basic educational materials delivery system. It provides the
course content which taking into account of the different preferences of learners. Thus, the
system will present the content in the following images:
• Display textual information supplemented by images, animations, audio, video,
games and other features.
• Links to important sites.
• Files and documents related to the learning subjects.
• References and books available on the network or recommended by instructors.
3) Communication function: It is a system which offering three ways of communication
between students themselves, among students and instructors or among faculty, instructors
and students. Its functions include:
• Online Discussion Forum: It is an asynchronous interactive tool in which
instructors and students can communicate, ask questions or convey their opinions
on any issue.
• Virtual Classroom: It is a system which enabling students to interact with their
course mates and instructors via the Chat Panel dialog box. It also allows students
to write with the keyboard and to see each person who connects to the system at
that time. Meanwhile, it also offers a graphic board for transferring graphics, texts
and images to students or instructors.
• Sending and receiving e-mail: It provides a directory of the names and email
addresses of course coordinators, instructors and students.
Many studies (Al-Mutairi, 2015; Alqadere, 2013; Khaddash and Al-Hadhrami, 2006;
Mashaqbeh, 2009) have proven the effectiveness of adopting Learning Management
System in HEIs teaching and learning process. This modern electronic system comprised
a number of programs which assisted university lecturers to cope with the course module
and the self-learning sources. Meanwhile, it also allowed the discussion among learners
and improved the work efficiency of university lecturers. These research findings were
further confirmed by the study of Bowdoin College (2005) in which over 61% of the
university students expressed their satisfaction towards the usefulness of using the LMS
software. The respondents indicated that LMS increased their opportunities to interact and
3
learn with the subjects and teachers as well as among students themselves. Likewise,
Aljarrah (2011) proposed that the use of LMS increased learners` achievement and
produced positive attitudes among them.
1.3 Problem Statement

Most Higher Education Institutions (HEIs) accept the learning management system (LMS)
as the medium for teaching and learning. In view of the substantial implication of LMS, it
is therefore crucial to ensure that LMS is providing its pedagogical value to learners.
The first issue which led to the implementation of the current research project has a bearing
with the current state of WawasanLearn usage. Students of Wawasan Open University did
not use LMS system as it was designed to support. Most of the open distance learners
logged on to WawasanLearn just to download course materials and check for the
announcements. This trend was also discovered in the study of Siew, Ooi and Wee (2016),
in which 99.3 percent of students in a Malaysian university logged on to LMS were mainly
for downloading course content. Meanwhile, every time they logged in, 47.4 percent of
students spent less than 15 minutes on LMS. A significant number of the students stated
they had never used a few features in LMS like blog, chat bar and forum. On top of that, a
study conducted by Hamat, Embi and Sulaiman (2011) found out the LMS usage of 6,301
Malaysian HEIs students reported 63.4% only. This indicated that there was still much
room for improvement. It was obvious that the pedagogical objectives were not realised
and students did not benefit from the LMS to the fullest extent. Many instructors used the
LMS systems solely for uploading students` grades and did not use the integrated features
(Fathema and Sutton, 2013). It was therefore a waste of resources, as these features could
represent the cost of implementing LMS. To bridge this gap, therefore, the WawasanLearn
program should be built to be more flexible and adaptive to meet the needs of WOU
students or tutors with computer skills of different levels.
The second issue pertaining to the adoption of LMS in HEIs was the lack of knowledge
about the users` acceptance of WawasanLearn. According to Yusof, et al. (2012), users’
experiences of using the LMS have often been ignored during the implementation of LMS.
4
Such experiences have been referred to as the impressions and reactions resulting from
actual use or expected device usage (Wigelius & Vaataja, 2009). Emelyanova and
Voronina (2014) further supported that how the users utilised and perceived the LMS were
the determinants to successful and efficient use of LMS. If LMS users indicated opposition
against employment of technology, the marked advantages would not be realised.
Therefore, it was imperative to understand the current attitudes of students towards the
adoption of WawasanLearn, to what extent they believed WawasanLearn was useful and
user-friendly before investigating the factor that influence students` acceptance of
WawasanLearn. This was because knowing the students` intentions and understanding the
factors influencing the students` perception of LMS adoption could help an institution
increase user acceptance of the e-learning environment (Grandon, Alshare, & Kwan, 2005).
On the other hand, the factors that prompted a student to use a LMS system were important.
It was important to find out whether the factors relied simply on the features of the LMS
itself or the student characteristics affected the acceptance of the users. One of the research
goals was therefore to explore the differences in attitudes towards using WawasanLearn
between variables such as age, gender and academic year.
The third issue was the insufficient research on LMS acceptance in Malaysian HEIs context.
The success of a LMS system lied on the users` acceptance (Emelyanova & Voronina,
2014; Monzavi, et al., 2013). However, research conducted within the Malaysian HEI
context to empirically investigate the relationship of HEI students' use of LMS with
personal determinants such as perceived usefulness, perceived ease of use and attitude
towards usage, intention to use, etc. was scarcely identified through the literature review
to date (Siew, et al., 2016). The scarcely investigative purpose of this study was justified.
This study would explore the relationships between the perceived usefulness of the students,
perceived ease of use and their attitude towards using WawasanLearn.
1.4 Research Objectives

The rationale of the study was to promote the efficiency of university teaching, ensure its
flexibility and link it to the reality in which learners lived. Hence, three objectives were
derived from this rationale. The objectives of the study were:
5
1) to investigate WOU students` attitudes towards the use of WawasanLearn in
teaching and learning
2) to examine the differences in attitudes toward the use of WawasanLearn between
variables such as age, gender and academic year.
3) to verify the impact of perceived ease of use (PEU) and perceived usefulness (PU)
on attitude towards use (ATU) of WawasanLearn in WOU.
1.5 Research Questions
This study attempted to answer the following questions:
1) What are the attitudes of WOU students towards the use of the WawasanLearn in
teaching and learning?
2) Do students` attitudes towards the use of the WawasanLearn in teaching and
learning differ in terms of age, gender and academic year?
3) Do perceived usefulness (PU) and perceived ease of use (PEU) affect students’
attitude towards use (ATU) of WawasanLearn?
1.6 Significance of Study

This research would contribute to the improvement of not only Learning Management
System of Wawasan Open University, but also LMS of other universities in Malaysia. The
appraisal of learning management system (LMS) was essential to maintain its effective
execution and positive impact on delivery of distance learning. Many HEIs found that it
was easy to start with a commercial LMS, yet they came across various obstacles such as
pricing, linguistic, sustainability and appropriateness to target users. On the other hand, the
importance of this research was also attributed to the fact that it was aligned with an
established method of education: The Learning Management System. This software system
was adopted by Wawasan Open University and its use as an official means of
communication was considered compulsory by course coordinators, tutors and learners.
Therefore, it was hoped that the results of this study would not only assist quantifying and
qualifying the services provided by WawasanLearn, but could also demonstrate how much
information the students, as the major users, could provide to evaluate a system.
6
1.7 Definition of Terms
For this review, the following terms were described to help the readers understand the
meaning of each word.
Attitudes: A state of mental readiness of students based on their convictions of the
usefulness of the use of the learning management method in the teaching and learning
process, from their previous experiences.
Wawasan Open University: It is a private university in Malaysia that offers both Open
Distance Learning (ODL) and full-time on-campus degree programs in Penang.
Learning Management System: It is a software application that enables administrators and
tutors to remotely build and present the course content, as well as track learners'
participation. This also offers the opportunity for tutors and learners to use social tools such
as discussion boards and video conferencing.
1.8 Limitations of Study

This study was not free of limitations. Firstly, this study was limited by time, only nine
months long. Secondly, the study outcomes was limited in context as the data was only
obtained from a single private higher education institution. Hence, future study might
validate the results of the study in similar and different context. This was because students
from different universities might perform differently and therefore might have different
research results. Thirdly, another group of LMS users which were the tutors had not been
included in this study. Social pressure from the perception of the lecturers may have an
influence on the intention of the students to use LMS. Fourthly, the data of the study had
been collected from limited geographical area which could be enhanced in the future
research and more universities could be included in the sample rate to get a diverse data
for analysing. Fifthly, the sample size of the study could be increased to further strengthen
the results of the study as a larger sample size would contribute to more general conclusion.
Last but not least, more constructs could be included to measure the student’s attitudes
towards the use of LMS. There were numerous constructs to be used in measuring the
acceptance of LMS. However, this study merely worked on three constructs as shown in
the research framework in the chapter 2.
7
1.9 Summary
In a nutshell, in order to examine the efficiency and importance of WawasanLearn, learners’
perception was considered as a critical parameter of success and failure. Therefore, this
study was designed and aimed at identifying WOU students’ attitudes towards using
WawasanLearn in the teaching and learning process. The results of this analysis were
expected to include knowledge and evidence to help decision-makers undertake critical
measures for the general public benefit.
8
CHAPTER 2
REVIEW OF LITERATURE
2.1 Introduction
The literature review situated this study in a Technology Acceptance Model (TAM)
framework informed by literature that examined the relationships between different
constructs, variables or external factors which influencing the attitudes of students and
faculty members towards using LMS in their universities. This framework has been chosen
because it was best to investigate the intentions of the students or academic staff to use
LMS for the teaching and learning process. In this chapter, the previous studies on LMSs
which using TAM framework in overseas context were briefly reviewed. Next, the
previous studies which utilising TAM framework in the Malaysian context and how this
current study filled a missing piece in the LMS literature were stated. Then, the research
conceptual framework of the study was presented, followed by the research hypotheses and
a brief summary of the chapter.
2.2 Previous Studies in Overseas Context

Nowadays, many higher education institutions (HEIs) have shown a great interest in using
Information and Communication Technology (ICT) in the teaching and learning process.
Many researchers have adopted the Technology Acceptance Model (TAM) which Davis et
al. established in 1989 to perform their studies on the use of ICT. The most prominent
research studies were related to the adoption of online technology, Learning Management
System (LMS), as many HEIs used it in addition to the normal face-to - face classroom to
improve their learning and teaching process. The core TAM constructs, namely perceived
ease of use and perceived usefulness have been used in the research studies of Alghamdi
and Bayaga (2016), Alharbi and Drew (2014), Almarashdeh, Sahari, Zin and Alsmadi
(2010), Alshorman and Bawaneh (2018), Azlim, Husain, Hussin and Maksom (2014),
Claar, Dias and Shields (2014), Macharia and Nyakwende (2010), Majdalawi, Almarabeh
and Mohammad (2014), Shayan and Iscioglu (2017), Siew, Ooi and Wee (2016), Trayek
and Hassan (2013) and Wong, Teo and Russo (2012). Their studies were related to the
attitudes of students or faculty members about the use of LMS in universities.
9
The Majdalawi et al. (2014) research study adopted TAM`s core constructs, namely
perceived ease of use (PEU), perceived usefulness (PU), attitudes towards use (ATU) and
student behavioural intent (BI) to use LMS. This study emphasised on how students
received and used LMS in the MOODLE platform. The results were in resonance with the
findings of the original TAM in which it revealed that GPA and academic year had no
significant influence on perceived ease of use (PEU) but perceived usefulness (PU).
Nevertheless, both perceived ease of use and perceived usefulness were affected by the
faculty.
In addition, Alharbi and Drew (2014) had developed a theoretical framework for
implementing the TAM for attitudes and behavioural intent to use LMS. This theoretical
framework argued that the perceived usefulness and perceived ease of use constructs might
not be adequate. This research therefore suggested three external factors, namely work
importance, knowledge of using LMS and lack of availability of LMS. The overall research
model indicated that the overall behavioural intention to use an LMS was influenced either
directly or indirectly by all the variables listed.
Similar to the study above, the research study of Macharia and Nyakwende (2010)
confirmed that the external factors such as ICT skills, availability of ICT facilities and
influence from administrative staff were the main factors to use LMS. This study revealed
the value of leadership, subjective standard organisational variables, availability of ICT
resources, top management support, organisational support and organisational preparation
in relation to LMS implementation in higher institutions and behavioural intent to use LMS
in the teaching and learning process. Meanwhile, top management support was identified
as the dominant factor of predicting the acceptance of LMS. This study further confirmed
the use of TAM as a supportive tool for studying academic staff`s intentions to use the
LMS.
Meanwhile, the research study of Claar et al. (2014) considered demographic factors of
acceptance of LMS. Sex, age, race and level of education were the demographic factors
that account for the acceptance of LMS by the users. Meanwhile, this study revealed the
10
different relationships among variables: perceived usefulness and ease of use greatly
affected attitudes towards using LMS; perceived usefulness and attitudes towards using
LMS had a major positive impact on behavioural intentions to use LMS; the higher the
educational level, the higher the probability of adopting new LMS systems; and the higher
the age of an individual, the more likely they considered a new LMS to be negative.
Likewise, a case study was carried out by Shayan and Iscioglu (2017) to investigate the
LMS acceptance level amongst students of two universities in Tehran, namely Payamnoor
University and Farhangian University. This quantitative research study revealed that most
students, regardless their gender, age, and department were satisfied with the LMSs of
these universities. Yet, students` grades had a significant role regarding their level of
satisfaction towards the LMSs.
Alshorman and Bawaneh (2018) conducted a research study aimed at exploring the
attitudes of faculty members and students towards the use of the Learning Management
System (LMS). The sample of study involved 95 faculty members and 307 students. The
study discovered members of the faculty and students held optimistic attitudes to using the
LMS in their teaching and learning process. Meanwhile, there were no major statistical
gaps in the academic track and experience of faculty members regarding their attitudes
towards the use of LMS. On the other hand, due to their gender, there were no statistically
significant differences in the attitudes of the students towards using LMS in learning.
However, the findings indicated that, due to the academic year, there were statistically
significant differences in attitudes among students, particularly for the students in their first
academic year.
In addition, the Alghamdi and Bayaga study (2016) aimed to establish the relationship
between variables in order to determine the current use and attitude of faculty members
towards LMS at selected universities in Saudi Arabia. The variables included institutional
acceptance, course and design for LMS instruction, expected usages, personal experiences,
etc. A questionnaire was administered to 222 members of faculty in six universities.
Meanwhile, chi-square tests were conducted to verify the discrepancies observed. It was
11
surprising to reveal that members of the faculty who were over 40 appeared to use LMS
for more of their teaching activities than the younger colleagues. In addition, the findings
also showed that for most teaching purposes, LMS was not being widely used. Therefore,
it was recommended that age should be taken into consideration in providing LMS training
courses.
2.3 Previous Studies in Malaysian Context

In the Malaysian context, a study conducted by Azlim, et al. (2014) to identify the use of
LMS in a public higher education among 93 instructors. The results showed that instructors
exhibited low percentages of LMS utilisation although they had positive perception
towards the potential of LMS in enhancing teaching and learning process. Meanwhile, this
quantitative approach of study also found out that instructors had limited exposure on the
usage of the tools available in LMS. They limited their usage of LMS tools such as
Announcement and Documents only for the delivery of learning materials. Thus, this
finding proved that active learning had not been promoted in the university as instructors
focused more on management rather than using LMS tools in creating learning activities
for learners.
In addition to the study of Azlim, et al. (2014), Almarashdeh, et al. (2010) carried out a
survey on 425 students from four Malaysian universities that utilised LMS platform and
offered distance learning program. This study had introduced a new framework, namely
Educational Technology Model (ETM) for the evaluation of Information Systems (IS) in
HEIs context. It was developed using the IS Success Model and TAM. Meanwhile, it
comprised of three characteristics, namely system design quality, usage behaviour and
system outcome. The study`s empirical findings indicated that perceived usefulness,
perceived ease of use, system quality, quality of information and quality of service had a
significant positive influence on the satisfaction of the users.
Siew, et al. (2016) conducted another related study that aimed to construct a technology
acceptance model (TAM) to investigate the usefulness and ease of use of an LMS from a
Malaysian university student perspective. The study results revealed that perceived
12
usefulness (PU) and perceived ease of use (PEU) were significant determinants of the
behavioural intention of students to use LMS. However, student demographics such as
gender, study level and study course did not have any effect on PEU and PU. Likewise, the
study by Wong, et al. (2012), which aimed at validating the Technology Acceptance Model
(TAM) in an educational context and exploring the role of gender and computer teaching
effectiveness as external variables, further confirmed that gender has no significant effect
on perceived usefulness, perceived ease of use, computer usage attitudes and computer
usage intent.
Additionally, the case study conducted by Trayek and Hassan (2013) at the International
Islamic University in Malaysia (IIUM) revealed that the students believed the use of LMS
in their study would enhance their efficiency in their coursework. Meanwhile, both
constructs, perceived usefulness (PU) and perceived ease of use (PEU) significantly
affected attitude toward use (ATU) in their study. And, there was no significant difference
in their attitudes towards using LMS between distance learning and full time students.
Although there are massive researches on LMS as well as TAM framework, research on
Open Distance Learning (ODL) in the context of Malaysia still remain scarce. ODL
delivery began in Malaysia since 1969 (Dzakiria, Idrus & Atan, 2005). Today, it is only
getting bigger, better and more popular. Hence, there are much can be done to make ODL
a better learning option for prospective working adult learners. A crucial aspect of any
ODL programme is the continuous evaluation for ongoing improvement. Regrettably, there
has been a lack of systematic evaluation research focusing on LMS and TAM framework
within ODL courses. Therefore, more researches are needed on ODL and its LMS usage
and especially on the learners as they are the most important user group to ODL. To bridge
this research gap, the current study was conducted in a Malaysian open university, namely
Wawasan Open University. This research aimed to frame a Technology Acceptance Model
(TAM) to investigate the perceived usefulness and ease-of-use perceived of an LMS,
namely WawasanLearn from the WOU students ' perspective. At the same time, the effect
of student demographics which were age, gender and academic year on their attitudes
towards use of WawasanLearn were also taking into account.
13
2.4 Conceptual Framework
The current study adopted the Technology Acceptance Model (TAM) which originally
proposed by Davies in 1989. Davis (1989) suggested that the important factors which
affected the technology acceptance in Technology Acceptance Model (TAM) that led to
the actual usage of an information system were the perceived usefulness of technology
(PU), the perceived ease of use of technology (PEU) and the attitudes towards the use of
technology (ATU). In this study, perceived usefulness (PU) was defined as to what extent
the individuals believed that they could get help from the use of technology and how much
benefits they could get to improve their performance by using the technology. Conversely,
perceived ease of use (PEU) was referred to how easier the individuals would perceive the
adoption of technology. On the other hand, attitudes toward using(ATU) was defined as
the degree to which individuals associated and evaluated the information system with their
job in which their reactions were positive or negative.
Based on the reviewed literature, the research framework could be perceived through
Figure 1 and three hypotheses have been formulated.
Figure 1: Research Framework
Perceived
User Demographics Usefulness
Attitudes
 Age
towards Using
 Gender
WawasanLearn
 Academic
Year Perceived Ease
of Use
H1: Student demographics such as age, gender, academic year have significant effects on
the attitudes towards the use of the WawasanLearn.
H2: There is a significant relationship between perceived usefulness (PU) and attitudes
towards the use (ATU) of the WawasanLearn.
H3: There is a significant relationship between perceived ease of use (PEOU) and attitudes
14
2.5 Summary
To conclude, as there is little research focusing on LMS and TAM framework within ODL
courses in the Malaysian context, more researches are needed to be conducted in order to
confidently generalise the results to other population in local universities. Moreover, there
may potentially be many dimensions and layers as to how Malaysian students perceive
LMS in ODL learning. Hence, a quantitative study was used to try to uncover insights on
WOU students` attitudes towards using LMS in the university.
15
CHAPTER 3
METHODOLOGY
3.1 Introduction
This chapter presented a description of the research design of the study which was
quantitative in nature. In addition, the population, sample size and sampling method were
described and justified. Meanwhile, it also introduced the research location of the study
and presented the instrumentation, data collection and analysis procedures. Finally, it
ended with a summary of this chapter.
3. 2 Research Design
The current study adopted a quantitative approach to address the research problem. As
outlined by Creswell (2009), quantitative research helps the researcher to create purpose
statements, research questions and hypotheses that are speciﬁc, measurable and observable.
It also provides possible cause or effect relationship and able to explain why things
happened based on numerical data collection and statistical analysis. The instrumentation
of this study which were based on research questions and hypotheses helped the researcher
to achieve the research objectives. Meanwhile, this approach was able to help the
researcher assess level of measured variables, its frequencies and differences between
groups on the measured variables of this study, such as perceived usefulness, perceived
ease of use and attitude towards use.
3.3 Population, Samples and Sampling

The population of the study was the part-time students of Wawasan Open University
(WOU) as the focus of the study was on the use of LMS in Open Distance Leanirng (ODL).
The study sample was drawn from the population of WOU `s diploma, graduate diploma,
undergraduate or postgraduate students using the simple random sampling considering all
the faculties of WOU: School of Business & Administration (SBA), School of Science &
Technology (SST), School of Humanities &Social Sciences (SHSS), School of Education,
Languages & Communications (SELC), Centre for Graduates Studies (CGS) and Centre
for Professional Development & Continuing Education (PAGE).
16
Sampling is a procedure that is essential to the researcher. For the purposes of this study,
the researcher anticipated a sample between 30 and 50 participants due to the available
time, energy and effort making it not practical and not feasible for the researcher to study
the total population. The final sample size obtained was 43 participants. 35 of them were
females and 8 were males. This sample size was large enough to serve as a sufficient
representation of the population about which the researcher wished to generalise (Bakar,
2012). Meanwhile, it was small enough to be selected economically in terms of expense in
both time and money as well as subject availability. 43 of them voluntarily participated in
this study. In addition, they were ODL learners who fit well with the aim and context of
this study.
3.4 Location of Research

The empirical study was conducted in a Malaysian university, namely Wawasan Open
University. It is a private, non-profit, open university that provides courses for working
adults in open distance learning (ODL). Its main campus is situated in George Town,
Penang and the other five regional centres were located in Ipoh, Johor, Kuching, Bandar
Utama and Kuala Lumpur.
3.5 Instrumentation
The instrument used in this study was a structured questionnaire (Appendix A) which
adapted from the study of Alghamdi & Bayaga (2016) and Trayek & Hassan (2013) with
some modification and necessary wording changes to fit the context of LMS usage. The
questionnaire consisted of five major sections which framed the first section to collect the
participants` demographics information. The second section elicited their personal
experiences of using WawasanLearn in WOU. The respondents were asked to select a
statement on how often WawasanLearn has been used in different learning activities, and
to select the types of features currently used in WOU. The third section examined the
availability of training courses for WawasanLearn, and how they were preferred. The
fourth section for gathering of data on the preferred use and attitude towards using LMS
which related to two independent research variables, perceived ease of use (PEU) and
17
perceived usefulness (PU) as well as the dependent variable, attitudes towards use (ATU)
of WawasanLearn by the respondents. In one subsection, respondents were asked to label
different statements about use of LMS and attitudes 1-4 to indicate their order of
importance. Another subsection required respondents to select options associated with
preferred usage of LMS such as for online tests, examinations, assignments,
communication, feedback and so on. The use of the items relationships from the sections
captured the usage and attitudes towards using LMS.
3.6 Data Collection

The main research method adopted in this study was an administered self-complete
questionnaire via Google Form. The link of survey Google Form was distributed through
email and the application of WhatsApp to WOU students. The standardised questionnaire
design was chosen as the best match in relation to the intent of the inquiry because it offered
the versatility required to determine the respondents' geographical differences. Each
respondent was required to spend approximately 15 minutes to complete the questionnaire.
3.7 Data Analysis

Descriptive statistics and inferential statistics were conducted in the data analysis, such as
simple linear regression analysis (SRA) and independent sample t-tests. The data collected
were analysed by using the Statistical Packages for the Social Sciences (SPSS). Firstly,
descriptive statistics were applied to analyse the frequency and percentage of demographic
characteristics such as age, gender and programme enrolled, academic year of study in
WOU and faculty of the study respondents and to determine the percentages and mean
scores of the level of students` acceptance of WawasanLearn.
Secondly, inferential statistics tool such as independent sample t-testing was used to
determine if there was a significant statistical difference between the study variables: age,
gender and academic year. A p-value of <0.05 was considered as significant. T-test enabled
the researcher to examine whether the population means of variables greatly differ from
one another accurately (Bakar, 2012). It was easy to interpret the output of independent
18
samples in which the output indicated how different the mean of one variable was from the
mean of another sample group.
Thirdly, simple linear regression analysis (SRA) was utilised to determine the effectiveness
of independent variable on dependent variable by comparing the means of two groups of
samples. Meanwhile, it has been used to estimate the uncertain value of a variable from
another variable`s known value (Creswell, 2009). In this study, the variable in which value
was to be predicted was known as dependent variable, namely attitude towards use (ATU).
On the other hand, the ones in which known values were used for prediction known as
independent variables, namely perceived ease of use (PEU) and perceived usefulness (PU).
Moreover, simple linear regression analysis (SRA) also enabled the researcher to study the
individual influence of perceived ease of use (PEU) and perceived usefulness (PU) on the
attitude towards use (ATU).
3.8 Summary
To sum up, the goal of this chapter was to outline the research method used to answer the
research questions. Quantitative research design enabled the researcher to describe, to
compare, to correlate and to predict based on the measurable variables of the study. The
discussion of the procedure, instrumentation, data collection and analysis outlined the
specification of how the study was conducted and who have participated in the study.
19
CHAPTER 4
Findings and Discussion
4.1 Introduction
This chapter presented the findings of the data analysis. It also presented discussion and
comparison between the findings of the current study and the literature review which
allowing insights to be found in relation to the research questions. The results would outline
the descriptive statistics of participants and their personal experience in using
WawasanLearn. Moreover, independent t-test between age, gender, academic year and
attitude towards using WawasanLearn would also be presented. At the same time, this
chapter would also outline the linear regression analyses between perceived ease of use,
perceived usefulness and attitude towards using WawasanLearn. The end of Chapter 4
would present a summary of the data findings.
4.2 Demographic Information of Respondents

The demographic information of respondents including age, gender, programme enrolled,
academic year of study in Wawasan Open University, faculty and computer skills were as
shown in the following table and figures. Table 4.1 showed that the sample of the study
included 43 students, of which 8 males and 35 females.
In terms of age, 27.9% of respondents were aged between 21 and 30 years old, and 39.5%
were between 31 and 40 years old. Meanwhile, 14% of respondents were aged between 41
and 50 years old and 9.3% were between 51 and 60. The total of the eldest respondents
who aged over 60 years old were 9.3%.
In terms of programmed enrolled by the students, 79.1% of the respondents enrolled in

postgraduate degree, 14% in bachelor degree, 4.7% in graduate diploma and 2.3% enrolled
in diploma programme.
Meanwhile, 16.3% of the students were in the first year in WOU, 30.2% of them were in
the second and the third year in WOU respectively, 4.7% of them were in the fourth year
and 18.6% of them have been studying in WOU over five years.
20
In terms of faculty, 83.7% of them came from the faculty of School of Education,
Languages & Communications (SELC), 9.3% of them came from the faculty of School of
Business & Administration (SBA), 4.7% of them came from Centre for Graduates Studies
(CGS) and 2.3% of them came from Centre for Professional Development & Continuing
Education (PAGE).
Table 4.1
Study Sample of WOU Students
Variable Number Percentage (%)
Male 8 18.6
Gender Female 35 81.4
Total 43 100.0
21-30 years old 12 27.9
31-40 years old 17 39.5
Age 41-50 years old 6 14.0
51-60 years old 4 9.3
Over 60 years old 4 9.3
Total 43 100.0
Diploma 1 2.3
Graduate Diploma 2 4.7
Programme Bachelor Degree 6 14.0
Enrolled Master Degree 34 79.1
Total 43 100.0
1st year 7 16.3
2nd year 13 30.2
Academic 3rd year 13 30.2
Year 4th year 2 4.7
5th year or above 8 18.6
Total 43 100.0
School of Business & Administration 4 9.3
(SBA)
School of Education, Languages & 36 83.7
Faculty Communications (SELC)
Centre for Graduates Studies (CGS) 2 4.7
Centre for Professional Development & 1 2.3
Continuing Education (PAGE)
Total 43 100.0
21
In terms of computer skills, participants needed to rate their skills as a computer user.
Figure 4.1 revealed that 83.7% of participants (n=36) rated their level of computer skills
as intermediate. 11.6% participants (n=5) rated as advanced and 4.7% participants (n=2)
rated as beginner.
Figure 4.1
Level of Computer Skills
Level of Computer Skills

Advanced, 5, 11% Beginner, 2, 5%
Intermediate, 36,
84%
Beginner Intermediate Advanced
4.3 Personal Experience and LMS Type Relationship

The students` personal usage of WawasanLearn for learning activities was shown in Figure
4.2. The data indicated that it was widely accepted and used WawasanLearn in WOU for
some learning activities (53.1%, n=28). However, the evidence further suggested that
30.2%, (n=13) and 4.7% (n=2) of the students use WawasanLearn for many and most
learning activities respectively.
Figure 4.2
Personal Usage of WawasanLearn for Learning Activities
Personal Usage of WawasanLearn for Learning Activities

80
65.1
60
40 30.2
20
4.7
0
I use WawasanLearn for some I use WawasanLearn for many I use WawasanLearn for almost
learning activities learning activities all learning activities
22
Figure 4.3 showed the features of WawasanLearn currently used by the students. The use
of LMS features by students such as accessing course materials, TMAs and specimen
papers as well as student portal were high at 95.3% and 86% respectively. Meanwhile, the
use of communication facilities such as online forum and announcement were also high at
67.4%. The mandatory tools, OAS that students must use to upload their assignment and
generate their assignments` similarity index, Turnitin were 83.7% and 72.1% respectively.
The feature of WawasanLearn which least used by the students was My Digital Library
which indicated 48.8%.
Figure 4.3
Features of WawasanLearn Currently Used by the Students
Features of WawasanLearn Currently Used by Students
Not Relevant 2.30%

Student Portal 86.0%
Announcement 67.4%
Access Course Materials, TMAs, Specimen… 95.3%
Turnitin 72.1%
My Digital Library 48.8%
OAS 83.7%
Online Forum 67.4%
0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 120.0%
Figure 4.4 revealed that 41.9% (n=18) of the students spent 30 minutes each time on
WawasanLearn and 27.9% (n=12) spent less than 15 minutes each time. The data further
reported that 23.3% (n=10) spent 1 hour and 4.7% (n=2) spent 2 to 3 hours each time on
WawasanLearn. Only one (n=1) student spent more than 4 hours each time on
WawasanLearn.
23
Figure 4.4
Duration of Logging on to WawasanLearn Each Time
Duration of Logging in to WawasanLearn Each time

45.0% 41.9%
40.0%
35.0%
30.0% 27.9%
23.3%
25.0%
20.0%
15.0%
10.0%
4.7%
5.0% 2.3%
0.0%
Less than 15 30 minutes 1 hour 2-3 hours more than 4
minutes hours
4.4 Personal Experience and Training Course in Using LMS Relationship

Figure 6 showed that 46.5% (n=20) of students would be able to attend an introductory
one-time 2-hour course. This was followed by 25.6% (n=11) and 18.6% (n=8) of students
who would be willing to attend a one-time half-day course and a series of two-hour sessions
over several days, respectively. Only 9.3% (n=4) of the students would be willing to attend
a series of half-day sessions over several weeks.
Figure 4.5
Preferred Attending LMS Training Course
Preferred LMS Training Course

4, 9%
8, 19%
20, 46%
11, 26%
I would be willing to attend a one-time 2-hour introductory course.

I would be willing to attend a one-time half-day course.
I would be willing to attend a series of 2-hour sessions over several days.
I would be willing to attend a series of half-day sessions over several weeks.
24
The following Table 4.2 showed that the statement “The course should be delivered by
educational experts familiar with the capabilities of the LMS” had the highest mean value,
4.25 with a standard deviation of 0.62. This was followed by the statement “The course
should be delivered by people familiar with my university's teaching programs and
practices” with a calculation mean of 4.20. However, the statement “The course should be
tailored to the abilities of attendees, with separate courses for beginners, intermediate users,
and experienced users” came to the last order in terms of the calculation mean of 3.93 with
a standard deviation of 0.67.
Table 4.2
Preferred Types of LMS Training Course
No Items N Minimum Maximum Mean Std.
Deviation
1 The course should be
delivered by people familiar 43 2.00 5.00 4.2093 .70906
with my university's teaching
programs and practices
delivered by educational 43 2.00 5.00 4.2558 .62079
experts familiar with the
capabilities of the LMS
tailored to the abilities of 43 2.00 5.00 3.9302 .66888
attendees, with separate
courses for beginners,
intermediate users, and
experienced users
4 The course should include .
hands-on exercises to 43 2.00 5.00 4.0233 .77116
provide familiarity with the
specific operation of the
LMS
5 The course should provide
an opportunity for 43 2.00 5.00 4.0000 .65465
participants to discuss
potential use of the LMS
with other students
Valid N (listwise) 43
25
4.5 Personal Experience of LMS Usage in Relation to LMS Facilities Availability
The result on Table 4.3 showed the calculation mean of the students` preferred use of
WawasanLearn. The highest calculation mean was 2.07 with a standard deviation of 1.12
corresponding to the second item, which indicated that WawasanLearn assisted WOU
students to get the latest news or announcements from faculty from the Announcement.
This was followed by the fourth item with 2.05 mean indicating that WawasanLearn
assisted students communicating and collaborating with students and tutors. However, the
first item indicating that LMS assisted students in downloading course materials, TMA and
specimen paper came with a calculation mean of 1.70 in the last order.
Table 4.3
Preferred use of WawasanLearn
Deviation
1 Course content
(downloading course 43 1.00 4.00 1.6977 1.03590
materials, TMA and
specimen paper).
2 Announcement (getting the
latest news or 43 1.00 4.00 2.0698 1.12113
announcements from faculty)
3 Tutor Marked Assignments
(Submission of TMAs). 43 1.00 4.00 1.8605 1.08192
4 Class communication
(communicating and 43 1.00 4.00 2.0465 1.04548
collaborating with students
and tutors).
The result on Table 4.7 showed the calculation mean of the importance of LMS for
assessment-related tasks. The highest calculation mean was 3.63 with a standard deviation
of 1.50 corresponding to the third item, which indicated that it was important for the
students to get feedback about their performance in submitted work from WawasanLearn.
The sixth item with a mean of 3.51 indicated that WawasanLearn was important because
it allowed students to review their marks and verify accuracy before finalising results. On
26
the other hand, the fourth item came in the last order with a calculation mean of 2.79,
indicating that WawasanLearn 's roles in preparing and running online tests and quizzes
were less important for the students.
Table 4.4
Importance of WawasanLearn for Assessment-Related Tasks
Deviation
1 Distributing specifications
for take-home activities such 43 2.00 5.00 3.4186 1.45131
as assignments and projects.
2 Allowing students to submit
assignment and project work. 43 2.00 5.00 3.4186 1.49972
3 Providing feedback about
student performance in 43 2.00 5.00 3.6279 1.49640
submitted work.
4 Preparing and running online
tests and quizzes. 43 2.00 5.00 2.7907 1.20630
5 Preparing and conducting
online exams. 43 2.00 5.00 3.2791 1.33319
6 Allowing students to review
their marks to verify 43 2.00 5.00 3.5116 1.43713
accuracy before finalising
results.
The result on Table 4.5 showed the calculation mean of the importance LMS for
communication tasks. The highest calculation mean was 3.63 with a standard deviation of
1.45 corresponding to the second item, which indicated that it was important for the
students to get class notices such as hints about how to complete an assessment activity
from WawasanLearn. This was followed by the third item with 3.58 mean, indicating that
WawasanLearn was important in broadcasting important announcements such as updates
to assignment specifications or due dates to its students. Conversely, the fifth item came in
the last order with the calculation mean of 3.09, which indicating that integrating social
media tools such as Facebook or Twitter into class activities was rather less important for
the students.
27
Table 4.5
Importance of LMS for Communication Tasks
Deviation
1 Reminding students when
assignments and other 43 2.00 5.00 3.2326 1.41147
assessment tasks are due.
2 Posting class notices such as
hints about how to complete 43 2.00 5.00 3.6279 1.44788
an assessment activity.
3 Broadcasting important
announcements such as 43 2.00 5.00 3.5814 1.43481
updates to assignment
specifications or due dates.
4 Establishing a forum for
discussion about questions 43 2.00 5.00 3.1860 1.43520
that arise in class activities.
5 Integrating social media
tools such as Facebook or 43 2.00 5.00 3.0930 1.52462
Twitter into class activities.
4.6 Research Question One

To answer the first research question of the study, “What are the attitudes of WOU students
towards the use of the WawasanLearn in teaching and learning?”. The researcher
determined the mean and standard deviation of the prepared instrument items for this
reason, and the results were placed on Table 4.6.
28
Table 4.6
Attitude Towards Using WawasanLearn (ATU)

Deviation
1 I like using WawasanLearn 43 2.00 5.00 3.5581 .70042
2 I use WawasanLearn to get
more information about my 43 2.00 5.00 3.8372 .72145
subjects
3 I know about e-learning, and 43 2.00 5.00 4.0465 .65296
I believe it is useful
4 WawasanLearn provides an
attractive working 43 2.00 5.00 3.4884 .82728
environment
5 Using WawasanLearn has 43 2.00 5.00 3.6047 .84908
been a pleasant experience
6 I believe it is would be a
good idea to use 43 2.00 5.00 3.7209 .73438
WawasanLearn for my
course work
7 I have a generally favorable
attitude toward using 43 2.00 5.00 3.7442 .81920
Wawasanlearn
Overall Mean 3.71
Results on Table 4.6 showed that for WOU students, the calculation mean is generally 3.71.
This showed that their attitudes to using the WawasanLearn in the process of teaching and
learning were positive. The highest average calculation means is 4.04 corresponding to the
third item, which indicated that the students highly believed in the usefulness of
WawasanLearn. This was followed directly by the second item and with a mean calculation
of 3.84. The second item indicated that the students agreed that using WawasanLearn
helped them to get more information about their subjects. The fourth item came in the last
order had the mean calculation of 3.49, which was still considered as high mean score. This
item was corresponding to the statement which indicating WawasanLearn provides an
attractive working environment.
29
Results showed that the calculation means of the WOU students for using the
WawasanLearn were positive and reached 3.84. This represented a high percentage and
possibly because of the desire and tendency of the students to use technology. The use of
technology in their e-learning process has increased students` excitement and enjoyment.
This was confirmed by the first, second, third, fifth and seventh items, which indicating
that the students enjoyed using WawasanLearn to get information and they believed that
WawasanLearn was useful.
The outcomes of this study were in agreement with many studies such as Alharbi and Drew
(2014), Almarashdeh, et al. (2010), Alshorman and Bawaneh (2018), Claar et al. (2014),
Majdalawi et al. (2014) and Trayek and Hassan (2013) which revealed students’ positive
attitudes towards LMS and highlighted the efficiency of the LMS in teaching and learning
process. The degree of students’ satisfaction with the LMS was high because of its
significant impact on increasing their achievement as well as facilitating their
communication with their instructors and peers.
4.7 Research Question Two

To examine the second research question “Do students` attitudes towards the use of the
WawasanLearn in teaching and learning differ in terms of age, gender and academic year?” ,
the hypothesis one has been formulated and tested by using independent t-test.
4.7.1 Testing of Hypothesis 1:

H1: Student demographics such as age, gender and academic year have significant effects
on the attitudes towards the use of the WawasanLearn.
The following null hypothesis was tested:
H01: Student demographics such as age, gender and academic year do not have any
significant effects on the attitudes towards the use (ATU) of the WawasanLearn.
From the first main null hypothesis 1 (H01), the following three sub hypotheses were
formed:
H01a: Students’ age does not have any significant effects on ATU of WawasanLearn.
30
H01b: Students’ gender does not have any significant effects on ATU of WawasanLearn.
H01c: Students’ academic year does not have any significant effects on ATU of
WawasanLearn
The independent T-test samples were used to test H01a through H01c to examine whether
there were significant differences in attitudes toward the use of WawasanLearn between
the variables of age, gender and academic year of students.
4.7.1.1 Testing of H01a

As H01a stated that students’ age does not have any significant effects on ATU of
WawasanLearn. The independent samples t-test was applied to examine if there is a
significant difference between students` age and students’ attitudes towards use of
WawasanLearn. The results were reported in Tables 4.7 and 4.8. The T value
corresponding to the mean difference in attitude towards using WawasanLearn (ATU)
between less or more than 30 years was 1.514 and its corresponding p value was 0.138>
0.05. Since the p value was more than 0.05, it could be concluded that, there was no
significant difference in age with attitudes towards the use of WawasanLearn. Hence, the
null hypothesis, H01a was accepted and the alternate hypothesis, H1was rejected.
Table 4.7
Group Statistics
Age group N Mean Std. Deviation Std. Error Mean

Attitude towards using Less than 30 years 12 3.9405 .34704 .10018
WawasanLearn (ATU) More than 30 years 31 3.6267 .68081 .12228
31
Table 4.8
Independent Samples Test
Levene's Test for t-test for Equality of Means

Equality of
Variances
F Sig. t df Sig. Mean Std. 95% Confidence
(2-tailed) Difference Error Interval of the
Difference Difference
Lower Upper
Attitude Equal
towards variances 5.166 .028 1.514 41 .138 .31375 .20722 -.10473 .73223
using assumed
Wawasan Equal
Learn variances not 1.985 37.594 .055 .31375 .15808 -.00638 .63387
(ATU) assumed
4.7.1.2 Testing of H01b

As H01b stated, students’ gender does not have any significant effect on ATU of
WawasanLearn. The independent samples t-test was used to examine if there is a
significant difference between male and female students’ attitudes towards use of
WawasanLearn. The results were shown in Tables 4.9 and 4.10. The T value corresponding
to the mean difference in attitude towards using WawasanLearn (ATU) between gender
was 0.538 and its corresponding p value was 0.593>0.05. Since the p value was more than
0.05, it could be concluded that, there was no significant difference in gender with attitudes
towards the use of the WawasanLearn. Hence, the null hypothesis, H01b was accepted and
the alternate hypothesis H1was rejected.
Table 4.9
Group Statistics
What is your gender N Mean Std. Deviation Std. Error Mean
Attitude towards using Male 8 3.8214 .73143 .25860

WawasanLearn (ATU) Female 35 3.6898 .59961 .10135
32
Table 4.10

Equality of Variances
F Sig. t df Sig. (2- Mean Std. Error 95% Confidence

tailed) Difference Difference Interval of the
Difference
Lower Upper
Attitude Equal
1.013 .320 .538 41 .593 .13163 .24457 -.36228 .62555
towards variances assumed
using
Wawasan Equal variances not
.474 9.271 .647 .13163 .27775 -.49390 .75716
Learn assumed
(ATU)
4.7.1.3 Testing of H01c

As H01c stated, students’ academic year does not have any significant effects on ATU of
WawasanLearn. The independent samples t-test was used to examine if there is a
significant difference between students` academic year in terms of attitudes towards use of
WawasanLearn. The results were depicted in Tables 4.11 and 4.12. The T value
corresponding to the mean difference in attitude towards using WawasanLearn (ATU)
between academic level was -1.354 and its corresponding p value was 0.183>0.05. Since
the p value was more than 0.05, it could be concluded that, there was no significant
difference in academic level with attitudes towards the use of the WawasanLearn. Hence,
the null hypothesis, H01c was accepted and the alternate hypothesis, H1 was rejected.
Table 4.11
Group Statistics
Academic Year N Mean Std. Deviation Std. Error Mean
Attitude towards using 1st & 2nd year 20 3.5786 .36927 .08257
WawasanLearn (ATU) 3rd year onwards 23 3.8323 .76283 .15906
33
Table 4.12

Equality of Variances
F Sig. t df Sig. (2- Mean Std. Error 95% Confidence

tailed) Difference Difference Interval of the
Difference
Lower Upper
Attitude Equal variances

8.971 .005 -1.354 41 .183 -.25373 .18734 -.63206 .12461
towards assumed
using
Wawasa Equal variances not
-1.416 32.705 .166 -.25373 .17922 -.61847 .11102
nLearn assumed
(ATU)
4.7.2 Summary of H1 Testing

The findings of the H01b testing reported that there was no significant difference between
the age of students in their attitudes towards the use of WawasanLearn in teaching and
learning process. This result was in resonance with the findings of Shayan and Iscioglu
(2017). One plausible cause is that the learning mode of the students is distance learning
and therefore they try to master and use WawasanLearn to assist their learning, such as to
download course materials or check announcement regardless of their age groups. In
addition, they are enthusiastic enough to generate a conviction of the importance of LMS
in helping them move from traditional learning to dynamic, interactive e-learning.
However, this result was contrary to prior research of Claar et al. (2014) which investigated
the demographic factors of acceptance of LMS. Their research findings suggested that the
higher a person’s age, the more likely he or she perceived a LMS more negatively.
With respect to student gender, the results of the H01b study showed that there was no
substantial difference between male and female students in their attitudes to the use of
WawasanLearn in the teaching and learning process. The result was consistent with the
findings of Alshorman and Bawaneh (2018), Claar et al. (2014), Shayan and Iscioglu
(2017), Siew, et al. (2016) and Wong et al. (2012). As Chou, Wu and Chen (2011) claimed,
34
this was due to the fact that the use of Information and Communication Technology (ICT)
has permeated the field of education and therefore the usage differences between male and
female have not been significant any more.
In terms of the students` academic year, the findings from the testing of H01c has proven
that there was no significant difference between students` academic year in terms of
attitudes towards use of WawasanLearn. The finding was in agreement with the study of
Majdalawi et al. (2014) and Siew, et al. (2016) which claimed that the academic year of
students did not affect a student’s attitudes towards the use of LMS. This could be
explained by the fact that most WOU students are attempting to utilise the WawasanLearn
in their distance learning regardless of their academic year of study. Furthermore, the
utilisation of WawasanLearn is officially required by the administration of Wawasan Open
University as a mandatory learning tool for all students regardless of their academic year.
This result, however, was contradictory with the previous study of Alshorman and
Bawaneh (2018), which claimed that there were statistically significant differences in the
attitudes of students due to the academic year and especially for the students of first year.
Alshorman and Bawaneh added that the first-year students were more in need of
communication with their lecturers and the LMS software was a novel technology for new
students and was less attractive to students as they progress in the university.
4.8 Research Question Three

To examine the third research question “Do perceived usefulness and perceived ease of use
affect students’ attitude toward use of WawasanLearn?”, the hypothesis two has been
formulated and tested by using simple linear regression analysis.
4.8.1 Testing of Hypothesis 2

H2: There is a significant relationship between perceived usefulness (PU) and attitudes
The following null hypothesis was tested:
H02: There is no significant relationship between perceived usefulness (PU) and attitudes
35
Simple Linear Regression Analysis was used to test H02, which studied the relationship
between perceived usefulness (PU) attitudes towards the use (ATU) of the WawasanLearn.
The results were shown in Tables 4.13, Table 4.14 and Table 4.15. The beta coefficient
corresponding to the association between attitude towards using WawasanLearn (ATU)
and perceived usefulness was 0.791 and its corresponding p value was 0.000<0.05. Since
the p value was less than 0.05, it could be concluded that there was a significant relationship
between perceived usefulness (PU) and attitudes towards the use (ATU) of the
WawasanLearn. Hence, the null hypothesis, H02 was rejected and the alternate hypothesis,
H2 was accepted.
This finding was supported by other studies such as Alharbi and Drew (2014), Claar et al.
(2014), Majdalawi et al. (2014), Siew et al. (2016), Trayek and Hassan (2013) and Wong
et al. (2012). These studies claimed that perceived usefulness was the determining factor
to influence attitudes towards using LMS. When students perceived the LMS provided by
their universities was useful and could improve their academic performance through using
it, they would have positive attitudes towards the LMS. Students who perceived the
WawasanLearn as useful would therefore increase their attitudes toward using
WawasanLearn in their studies.
Table 4.13
Model Summary
Model R R Square Adjusted R Std. Error of the

Square Estimate
1 .791a .626 .617 .38285
a. Predictors: (Constant), Perceived Usefulness (PU)
36
Table 4.14
ANOVAa
Model Sum of Squares df Mean Square F Sig.

Regression 10.072 1 10.072 68.719 .000b
1 Residual 6.009 41 .147
Total 16.082 42
a. Dependent Variable: Attitude towards using WawasanLearn (ATU)
b. Predictors: (Constant), Perceived Usefulness (PU)
Table 4.15
Coefficientsa
Model Unstandardized Coefficients Standardized t Sig.

Coefficients
B Std. Error Beta
(Constant) .776 .359 2.161 .037
1
Perceived Usefulness (PU) .786 .095 .791 8.290 .000
4.8 Testing of Hypothesis 3

H3: There is a significant relationship between perceived ease of use (PEOU) and attitudes
Base on the third hypothesis, the following null hypothesis was formed and tested:
H03: There is no significant relationship between perceived ease of use (PEOU) and
attitudes towards the use (ATU) of the WawasanLearn.
Simple Linear Regression Analysis (SRA) was applied to analyse H03. It was used to
examine the relationships between perceived ease of use (PEU) and attitudes towards the
use (ATU) of the WawasanLearn. The results were shown in Tables 4.16, Table 4.17 and
Table 4.18. The beta coefficient corresponding to the association between attitude towards
using WawasanLearn (ATU) and perceived ease of use was 0.733 and its corresponding p
value was 0.000<0.05. Since the p value was less than 0.05, it could be concluded that there
was a significant relationship between perceived ease of use (PEU) and attitudes towards
37
the use (ATU) of the WawasanLearn. Hence, the null hypothesis, H03 was rejected and the
alternate hypothesis, H3 was accepted.
The findings concurred with several studies including Alharbi and Drew (2014), Claar et
al. (2014), Majdalawi et al. (2014), Siew et al. (2016), Trayek and Hassan (2013), Wong
et al. (2012). The outcomes of these studies have discovered that perceived ease of use had
a significant effect on attitudes towards using LMS. As students perceived the LMS was
easy to use and free effort, they would have positive attitudes towards the system.
Majdalawi et al. proposed that the extent to which a student believed that using a LMS
would require little effort was crucial for the acceptance of e-learning. They related it to a
number of cultural, lifestyle or psychological factors. Alharbi and Drew further added that
the users were more likely to adopt a user-friendly system than the cumbersome and
complex systems. In short, perceived ease of use (PEOU) has been positively correlated
with attitudes towards the use (ATU) of WawasaLearn. This finding implied that students
who perceived the WawasanLearn as easy-to-use LMS would increase their attitudes
Tables 4.16
Model Summary
Model R R Square Adjusted R Std. Error of the

Square Estimate
1 .733a .537 .525 .42634
a. Predictors: (Constant), Perceived Ease of Use (PEU)
b.
Table 4.17
ANOVAa
Model Sum of Squares df Mean Square F Sig.

Regression 8.629 1 8.629 47.476 .000b
1 Residual 7.452 41 .182
Total 16.082 42
b. Predictors: (Constant), Perceived Ease of Use (PEU)
38
Table 4.18
Coefficientsa
Model Unstandardized Coefficients Standardized t Sig.

Coefficients
B Std. Error Beta
(Constant) 1.067 .390 2.739 .009
1
Perceived Ease of Use (PEU) .719 .104 .733 6.890 .000
4.9 Summary
In conclusion, the attitudes of the students towards using WawasanLearn in the teaching
and learning process was positive. Their experience of using WawasanLearn was positive
and they were willing to attend training courses on WawasanLearn. Student demographics
such as age, gender, and academic year had no significant effects on the attitudes towards
using (ATU) WawasanLearn. On top of that, they agreed on the usefulness and ease of use
of WawasanLearn. Perceived usefulness (PU) and perceived ease of use (PEOU) were
positively correlated with the attitudes towards using (ATU) WawasanLearn. As stated by
Shiratuddin (2002), a LMS should be easy to understand and use by various user groups
inclusive of male and female users, experienced and beginner users, etc. WawasanLearn
can therefore be considered a good LMS, which is viewed as useful and easy to use by
various groups of students of different ages, gender and academic years of study.
39
CHAPTER 5
CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS
5.1 Introduction
This chapter included the conclusion of the major findings and the implication of the study
as well as the recommendations for future study. It ended with a short chapter description.
5.2 Conclusions
The purpose of this quantitative study was to investigate Wawasan Open University
students` attitudes towards the use of WawasanLearn in teaching and learning process, to
examine the differences in attitudes toward the use of WawasanLearn between variables
such as age, gender and academic year as well as to verify the impact of perceived ease of
use (PEU) and perceived usefulness (PU) on attitude towards use (ATU) of WawasanLearn
in WOU.
Meanwhile, this study also examined the attitudes of WOU students towards the use of
WawasanLearn in teaching and learning process by using Technology Acceptance Model
(TAM) to underpin the conceptual framework. TAM is generally an effective model for
understanding people's behaviour to specifically use Learning Management Systems
technology. Based on this study`s findings, the results revealed that WOU students`
attitudes towards using WawasanLearn in the teaching and learning process were positive.
Meanwhile, the age, gender and academic year of students did not have any significant
differences on the attitudes towards the use of WawasanLearn. In addition, the study
revealed that perceived usefulness and perceived ease of use significantly affect attitudes
towards use of LMS. Overall, WawasanLearn was viewed by a majority of WOU students
as a useful and easy to use LMS.
On the other hand, most of the ODL students spent 30 minutes each time they logged on
to WawasanLearn. They used WawasanLearn for some learning activities such as
accessing course materials, tutor-marked assignments, specimen papers and student portal.
They also logged on to WawasanLearn to access the online forum and check for the
announcement from their tutors or faculty. The feature which least used by the students
40
was the My Digital Library in which Wawasan Open University has invested a large
amount of money in it.
In addition, most students would be willing to participate in a one-time 2-hour introductory

course that should be delivered by educational experts who are familiar with the LMS
capabilities. On top of that, majority of them agreed that WawasanLearn assisted them to
get the latest news or announcements from faculty from the Announcement feature. They
also pointed out that it was important for them to get feedback about their performance in
submitted work as well as to access class notices such as hints about how to complete an
assessment activity from WawasanLearn. The roles of WawasanLearn as preparing and
running online tests and quizzes were less important for the students.
5.3 Implications
This study has surveyed the students’ attitudes towards the WawasanLearn currently in use
at WOU, with the aim of identifying the strengths and the weaknesses of the system. Thus,
the outcomes of the study may generally provide hints to expand and enrich the roles played
by any electronic software system involved in any online learning worldwide. The viability
of e-learning through the software of the Learning Management System is a significant
consideration for WOU to determine whether or not to raise the funds for upgrading and
improving this software system or replace it with another software for the public interest.
The research findings reported that emphasising the usability of WawasanLearn by offering
a greater variety of e-learning courses is imperative for the WOU. Meanwhile, during
development, LMS designers have to take account of the user experience. Not only should
the system be user-friendly, requiring minimal mental capacity to use the system, but it
should also be able to enhance the success of students and support their study. The usability
and ease of use of an LMS will add value to the current software program by increasing
the acceptance of students towards WawasanLearn as an open distance learning system.
On top of that, LMS training course should be provided to the students in order to enhance
their skills in utilising WawasanLearn. The faculty or tutors should promote the use of
41
WawasanLearn, for example encouraging students to use My Digital Library which was
found out to be underutilised by the students in this study. In the meantime, WOU
management should make known the value of using LMS to enhance the attitude of
students of e-learning. At the same time, it is imperative that students adjust their attitudes
towards wider use of WawasanLearn in their learning activities in order to take advantage
of all of WawasanLearn`s benefits, including My Digital Library. They also have to learn
how to use the WawasanLearn more efficiently and realise its importance in their ODL
learning.
In a nutshell, WOU should develop strategic plans and provide guidelines that consider the
acceptance of students to include all critical success factors for sustainable e-learning
deployment. Besides, the outcomes of this study will provide empirical support as a
guidance of design recommendation for improving the capabilities of LMS software in
order to better accommodate the distance learning of students.
5.4 Recommendations
In the light of the findings of the study, a few recommendations have been identified:
1. For future studies, this research can be expanded in other public or private Malaysian
ODL universities, full-time universities and higher educational institutions (HEIs). This
would contribute to a richer and in-depth understanding of the various factors that influence
the utilisation of LMSs by their users.
2. Tutors, lecturers and faculty members who are also the LMS users may be included in
the future studies as their perception may have impact on students’ intention to use LMS
too.
3. More constructs such as perceived information quality, perceived enjoyment, perceived
website quality and perceived playfulness can be included in the future studies to measure
the acceptance of LMS.
4. Further studies can also be done to investigate the impediments and challenges faced by
ODL or non-ODL learners while using the LMS in teaching and learning process as well
as finding solutions to those problems.
42
5. There is a necessity to conduct more studies on kinds of LMS training courses to be
provided to university students in order to increase the LMS utilisation of students as well
as to increase the efficiency of the services provided by LMS.
5.5 Summary
In conclusion, this study represented research study in analysing TAM`s applicability to
explain the acceptance of WawasanLearn by students within the ODL setting. Generally,
results from this study suggested that the proposed TAM research framework of this study
was an appropriate model for depicting and predicting the students’ acceptance of
WawasanLearn in the context of WOU. The model offered a conceptual depiction of what
inspired ODL learners to use WawasanLearn with relatively good empirical support. The
findings demonstrated that the attitudes of WOU students towards the use of
WawasanLearn in teaching and learning process was positive. Meanwhile, student
demographics such as gender, age and academic year were not the factors that would affect
their attitudes towards the use of WawasanLearn. On top of that, the results also support
the idea that perceived usefulness and perceived ease of use were main determinants of
one’s attitudes towards using LMS.
43
REFERENCES
Alghamdi, S., & Bayaga, A. (2016). Use and attitude towards Learning Management
Systems (LMS) in Saudi Arabian universities, Eurasia Journal of Mathematics,
Science & Technology Education, 9 (12), 2309-2330.
Alharbi, S., & Drew, S., (2014), Using the Technology Acceptance Model in understanding
Academics’ Behavioural Intention to use Learning Management Systems, (IJACSA)
International Journal of Advanced Computer Science and Applications, 5 (1), 143-
155.
Ali, A. (2004). Issues and challenges in implementing e-learning in Malaysia. Retrieved

from http://eprints.oum.edu.my/145/1/issues_and_ challenges.pdf
Aljarrah, A. (2011). University of Jordan students’ attitudes towards the use of the
Learning Management System as a learning tool. Dirasat Journal, educational
sciences, 38(4), 1293 – 1304.
Almarashdeh, I. A., Sahari, N., Zin, N. A. H. M., & Alsmadi, M. (2010). Distance learners
acceptance of learning management system. Proceeding of 2010 6th International
Conference on Advanced Information Management and Service, 30 November –
02 December 2010, Seoul, Korea. Korea: IEEE, pp. 305-309.
Al-Mutairi, S. (2015). The effectiveness of an electronic training program using screen

recording techniques to acquire some of the skills of the e-learning management
system (Learning Management System) for learning resource centers secretaries.
Arabic Gulf Journal. 36 (136), 31-56.
Alqadere, S. (2013). Effectiveness of teaching physics through internet using Learning

Management System learning system of the achievement in physics concepts
amongst universities students. Journal of Educational Sciences, Riyadh. 25(1),
179-201.
Alshorman, B. A, & Bawaneh, A. K. (2018). Attitudes of faculty members and students

towards the use of the learning management system in teaching and learning.
TOJET: The Turkish Online Journal of Educational Technology, 17 (3), 1-15.
Asiri, M. J., Mahmud, R. B., Abu Bakar, K., & Mohd Ayub, A. F. B. (2012). Factors
Influencing the use of learning management system in Saudi Arabian higher
education: A theoretical framework. Higher Education Studies, 2 (2).
Azlim, M., Husain, K., Hussin, B., & Maksom, Z. (2014). Utilization of learning
management system in higher education institution in enhancing teaching and
learning process. Journal of Human Capital Development, 7(1), 99–110.
44
Bakar, A. K. (2012). Research Methodology: Designs, Instruments and Data Collection.
George Town, Penang: Wawasan Open University.
Balta, N., & Duran, M. (2015). Attitudes of students and teachers towards the use of
interactive whiteboards in elementary and secondary school classrooms. Turkish
Online Journal of Educational Technology, 14(2), 15-21.
Bowdoin College, (2005). Retrieved 20 December 2019 from

http://www.bowdoin.edu/itlpedagogylfileslLMSstudentsatisfaction.ppt.
Bradford, P., Porciello, M., Balkon, N., & Backus, D. (2007). The learning management
system learning system: The be all and end all in educational instruction?. Journal
of Educational Technology Systems, 35(3), 301-314.
Chan, J. F. (2009). Designing and developing training programs: Pfeiffer essential guides
to training basics. San Francisco: Wiley.
Chou, C., Wu, H. C., & Chen, C. H. (2011). Re-visiting college students’ attitudes toward
the Internet-based on a 6-T model: Gender and grade level difference. Computers
& Education, 56(4), 939-947. http://dx.doi.org/10.1016/j.compedu.2010.11.004
Claar, C., Dias, L. P., & Shields, R. (2014). Student acceptance of Learning Management
Systems: A study on demographics, Issues in Information Systems, 15 (1): 409-417.
Creswell. J. W. (2009). Research Design: Qualitative, Quantitative and Mixed Methods

Approaches (3rd ed.). Los Angeles: Sage Publications.
Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of
information technology. MIS Quarterly, 13(3), 319-340.
Davis, F. D. (1993). User acceptance of information technology: System characteristics,

user perceptions and behavioral impacts. International Journal of Man
Machine Studies, 38(3), 475-87.
Dzakiria, H., Idrus, R. M., & Atan, H. (2005). Interaction in Open Distance Learning:
Research Issues in Malaysia. Malaysian Journal of Distance Education, 7(2), 63–
77.
Emelyanova, N., & Voronina, E. (2014). Introducing a learning management system at a

Russian university: Students’ and teachers’ perceptions. The International Review
of Research in Open and Distance Learning, 15(1), 272-289.
Fathema, N., & Sutton, K. L. (2013). Factors influencing faculty members’ learning
management systems adoption behaviour: An analysis using the technology
acceptance model. IJTEMT, 2(4), 20-28.
45
Fred, D. D., Richard, P. B. & Paul, R. W. (1989). User acceptance of computer technology:
A comparison of two theoretical models, Management Science, 35 (8).
García-Peñalvo, F.J., Conde, M.Á., Alier, M., & Casany, M.J. (2011). Opening learning
management systems to personal learning environments. Journal of Universal
Computer Science, 17(9), 1222–1240.
Govindasamy, T. (2001). Successful implementation of e-learning: Pedagogical

considerations. The Internet and Higher Education, 4 (3), 287–99.
Grandon, E., Alshare, O., & Kwan, O. (2005). Factors influencing student intention to
adopt online classes: A cross-cultural study. Journal of Computing Sciences in
Colleges, 20(4), 46–56.
Hamat, A., Embi, M.A., & Sulaiman, A. H. (2011). Learning management systems in
Malaysian higher education institutions. In: M. A. Embi (Ed). E-learning in
Malaysian higher education institutions: Status, trends, & challenges. Putrajaya:
Kementerian Pengajian Tinggi Malaysia, 29-50.
Horton, M. (2020, February 5). Simple Random Sample: Advantages and Disadvantages.
Retrieved March 6, 2020, from
https://www.investopedia.com/ask/answers/042815/what-are-disadvantages-
using-simple-random-sample-approximate-larger-population.asp
Khaddash, H. A., & Al-Hadhrami, A. (2006). The effectiveness of teaching Accounting

principles (1) by using web-based materials offered by the Learning Management
System. Jordanian Journal in Business 2(2), 213-224.
Macharia, J., & Nyakwende, E. (2010). Vice-chancellors influence on academic staff

intentions use learning to management systems (LMS) for teaching and learning,
The Journal of Language, Technology and Entrepreneurship in Africa, 2 (1).
Majdalawi, Y. K., Almarabeh, T., & Mohammad, H. (2014). Factors affecting students’
usage of Learning Management System at the University of Jordan, Life Science
Journal, 11 (6), 666-671.
Mashaqbeh, E. (2009). The use of Learning Management System software as a course

delivery method , Journal of Educational & Psychological 2009 , Bahreen ,10 (3),
11 – 28.
Monzavi, T., Zarei, B., & Ghapanchi, A. H. (2013). Investigating the impact of external
factors on user perceptions: A case study of software adoption. The International
Technology Management Review, 3(3), 160-174.
46
Munasinghe, P. G., & Wijewardana, W. P. (2016). Attitudes of students when using
Learning Management Systems. The Academy for Global Business Advancement
(AGBA), 13th Annual World Congress, The first Sebelas Maret Conference on
Entrepreneurship, Innovation and Community Development (SMARTCEIC),
Institute of Research and Community Development (LPPM) UNS, Faculty of
Economics and Business (FEB) UNS,Solo, Indonesia.
Shayan, P., & Iscioglu, E. (2017). An assessment of students’ satisfaction level from
learning management systems: Case study of Payamnoor and Farhangian
Universities. Engineering, Technology & Applied Science Research, 7(4), 1874-
1878.
Shiratuddin, N. (2002). Innovative features of e-books and e-book builders: Potential

learning and authoring tools for the Malaysian smart school environment. PhD
Dissertation, University of Strathclyde, Glasgow.
Siew, P. H., Ooi , S. H., & Wee, K. P. (2016). An investigation of university students'
acceptance towards a learning management system using technology acceptance
model. Journal of Education and Social Sciences, 5(2), 1–12.
Tekinarslan, E. (2009). Turkish University students’ perceptions of the World Wide Web
as a learning tool: an investigation based on gender, socio-economic background,
and web experience. The international review research in open distance learning,
10(2), 1-19.
Trayek, F. A. A., & Hassan, S. S. S. (2013), Attitude towards the use of Learning
Management System among university students: A case study, Turkish Online
Journal of Distance Education-Tojde, 14 (3).
Wigelius, H., & Vaataja, H. (2009). Dimensions of the context affecting user experience
in mobile work. Proceeding of the 12th International Conference on Human
Computer Interaction, 14-28 August 2009, Uppsala, Sweden. USA: Springer, 604-
617.
Wong, K. T., Teo, T., & Russo, S. (2012). Influence of gender and computer teaching
efficacy on computer acceptance among Malaysian student teachers: An extended
technology acceptance model. Australasian Journal of Educational Technology,
28(7), 1190-1207.
Yusof, N., Octaviani, D., Othman, M. S., & Yunianta. A. (2012). The use of e-learning
system in higher education to support active learning. Proceeding of the
International Conference on Active Learning, 17–20 September 2012 UTeM,
Melaka. Malaysia.
47
APPENDIX
The Questionnaire
SECTION 1
Demographic Information:
1) What is your age?
a) 21-30
b) 31-40
c) 41-50
d) 51-60
e) Over 60
2) What is your gender?

a) Male
b) Female
3) In which years are you studying in Wawasan Open University?

a) 1st year
b) 2nd year
c) 3rd year
d) 4th year
5) 5th year or above
4) Which faculty are you from?

a) School of Business & Administration (SBA)
b) School of Science & Technology (SST)
c) School of Humanities &Social Sciences (SHSS)
d) School of Education, Languages & Communications (SELC)
e) Centre for Graduates Studies (CGS)
f) Centre for Professional Development & Continuing Education (PAGE)
5) Which programme do you enroll?

a) Graduate certificate
b) Diploma
c) Graduate Diploma
d) Postgraduate Diploma
e) Bachelor Degree
f) Postgraduate Degree
6) How would you rate your skills as a computer user?
a) Non-user
b) Beginner
c) Intermediate
d) Advanced
________________________________________________________________________
SECTION 2
Personal Experience of Using WawasanLearn:
1) Which statement best indicates how you use WawasanLearn in your current studies?
Please, pick only one statement.
a. I don't use it at all.
b. I use WawasanLearn for some learning activities.
c. I use WawasanLearn for many learning activities.
d. I use WawasanLearn for almost all learning activities.
2) Which of the following features of WawasanLearn do you currently use? Choose all
that apply.
a. Online Forum
b. OAS
c. My Digital Library
d. Turnitin
e. Access course materials, TMAs, specimen exam papers and PowerPoint
slides on WawasanLearn
f. Announcement
g. Student Portal
h. Other (please specify) ______________________
3) What other features do you think should be offered in WawasanLearn?

________________________________________________
4) How long do you log in to WawasanLearn each time?
a. less than 15 minutes

b. 30 minutes
c. 1 hour
d. 2-3 hour
e. more than 4 hours
SECTION 3
LMS Training Course:
1) If a training course in using a WawasanLearn were available at your WOU, what

course format would you prefer to attend? Choose all that apply.
a. I would be willing to attend a one-time 2-hour introductory course.

b. I would be willing to attend a one-time half-day course.
c. I would be willing to attend a series of 2-hour sessions over several days.
d. I would be willing to attend a series of half-day sessions over several
weeks.
e. I would be willing to attend an intensive week-long training course.
2) In relation to the delivery of a proposed LMS training course, please indicate how
strongly you agree or disagree with the following statements:
Disagree
Disagree
Strongly
Strongly
Neutral
Agree
Agree
a. The course should be delivered by people familiar with my
university's teaching programs and practices.
b. The course should be delivered by educational experts familiar with
the capabilities of the LMS.
c. The course should be tailored to the abilities of attendees, with
separate courses for beginners, intermediate users, and experienced
users.
d. The course should include hands-on exercises to provide familiarity
with the specific operation of the LMS.
e. The course should provide an opportunity for participants to discuss
potential use of the LMS with other students.
________________________________________________________________________
SECTION 4
Preferred use of WawasanLearn:
1) A LMS includes facilities to help students in various aspects of their studies. Please label
the following activities from 1-4 to indicate the order of importance you assign using a
LMS to assist with each activity, with 1 indicating the most important activity and 4 the
least important.
a. Course content (downloading course materials, TMA and specimen paper).
b. Announcement (getting the latest news or announcements from faculty)
c. Tutor Marked Assignments (Submission of TMAs).
d. Class communication (communicating and collaborating with students and
tutors).
2) WawasanLearn provides tools that can be used to assess students` understanding and
provide feedback about their performance. Please indicate how important you think a LMS
is for the following assessment-related tasks? Please choose one option for each statement.
Important At
Important
Important
Important
Neutral
Very
Not
Not
All
a. Distributing specifications for take-home activities
such as assignments and projects.
b. Allowing students to submit assignment and project
work.
c. Providing feedback about student performance in
submitted work.
d. Preparing and running online tests and quizzes.
e. Preparing and conducting online exams.
f. Allowing students to review their marks to verify
accuracy before finalising results.
3) A LMS provides a variety of ways for tutors to communicate and collaborate with their
students about topic information. Please indicate how important you think an LMS is for
the following communication tasks. Please choose one option for each statement.
Important At
Important
Important
Important
Neutral
Very
Not
Not
All
a. Reminding students when assignments and other assessment
tasks are due.
b. Posting class notices such as hints about how to complete an
assessment activity.
c. Broadcasting important announcements such as updates to
assignment specifications or due dates.
d. Establishing a forum for discussion about questions that
arise in class activities.
e. Integrating social media tools such as Facebook or Twitter
into class activities.
4) Perceived Usefulness (PU)
Disagree
Disagree
Strongly
Strongly
Neutral
Agree
Agree
1 Using WawasanLearn would enhance my
effectiveness in learning
2 Using WawasanLearn would improve my course
performance
3 Using WawasanLearn would increase my
productivity in my coursework
4 Using WawasanLearn enables me to have more
accurate information
5 Using WawasanLearn makes it easier to do my tasks
6 Using WawasanLearn is useful in my study
5) Perceived Ease of Use (PEU)
Disagree
Disagree
Strongly
Strongly
Neutral
Agree
Agree
1 WawasanLearn is easy to use
2 It is easy to get WawasanLearn to do what I want it
to do
3 My objective for using WawasanLearn is clear and
understandable
4 Interacting with WawasanLearn does not require a
lot of mental effort
5 WawasanLearn is convenient to use
6 It is easy to find information on WawasanLearn
7 WawasanLearn allows easy return to previous
display pages
6) Attitude towards using WawasanLearn (ATU)
Disagree
Disagree
Strongly
Strongly
Neutral
Agree
Agree
1 I like using WawasanLearn
2 I use WawasanLearn to get more information about
my subjects
3 I know about e-learning, and I believe it is useful
4 WawasanLearn provides an attractive working
environment
5 Using WawasanLearn has been a pleasant
experience
6 I believe it is would be a good idea to use
WawasanLearn for my course work
7 I have a generally favorable attitude toward using
Wawasanlearn

Med2020 Mytan

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Med2020 Mytan

Uploaded by

Copyright:

Available Formats

ATTITUDES OF WAWASAN OPEN UNIVERSITY

STUDENTS TOWARDS THE USE OF LEARNING

TAN MEI YENG

SCHOOL OF EDUCATION, LANGUAGES & COMMUNICATION

Project Report submitted in partial fulfillment

Tan Mei Yeng

Title page ............................................................................................................................. i

Chapter 1 Introduction to the Study

Chapter 2 Literature Review

4.7 Research Question Two ...............................................................................................30

4.8 Research Question Three .............................................................................................35

Chapter 5 Conclusion, Implication and Recommendation

Keywords: Learning management system, attitudes, open distance learning, TAM

1.2 Background of the Study

Learning Management System Software encompasses an array of functions which makes

1.3 Problem Statement

1.4 Research Objectives

1.6 Significance of Study

1.8 Limitations of Study

2.2 Previous Studies in Overseas Context

2.3 Previous Studies in Malaysian Context

3.3 Population, Samples and Sampling

3.4 Location of Research

3.6 Data Collection

3.7 Data Analysis

4.2 Demographic Information of Respondents

In terms of programmed enrolled by the students, 79.1% of the respondents enrolled in

Level of Computer Skills

Beginner Intermediate Advanced

4.3 Personal Experience and LMS Type Relationship

Personal Usage of WawasanLearn for Learning Activities

Features of WawasanLearn Currently Used by Students

Not Relevant 2.30%

0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 120.0%

Duration of Logging in to WawasanLearn Each time

4.4 Personal Experience and Training Course in Using LMS Relationship

Preferred LMS Training Course

I would be willing to attend a one-time 2-hour introductory course.

4.6 Research Question One

No Items N Minimum Maximum Mean Std.

4.7 Research Question Two

4.7.1 Testing of Hypothesis 1:

4.7.1.1 Testing of H01a

Age group N Mean Std. Deviation Std. Error Mean

Levene's Test for t-test for Equality of Means

4.7.1.2 Testing of H01b

What is your gender N Mean Std. Deviation Std. Error Mean

Attitude towards using Male 8 3.8214 .73143 .25860

Levene's Test for t-test for Equality of Means

F Sig. t df Sig. (2- Mean Std. Error 95% Confidence

4.7.1.3 Testing of H01c

Academic Year N Mean Std. Deviation Std. Error Mean

Levene's Test for t-test for Equality of Means

F Sig. t df Sig. (2- Mean Std. Error 95% Confidence

Attitude Equal variances

4.7.2 Summary of H1 Testing

4.8 Research Question Three

4.8.1 Testing of Hypothesis 2

Model R R Square Adjusted R Std. Error of the

Model Sum of Squares df Mean Square F Sig.

Model Unstandardized Coefficients Standardized t Sig.

4.8 Testing of Hypothesis 3

Model R R Square Adjusted R Std. Error of the