MGT 648: RESEARCH METHODOLOGY

RESEARCH REPORT

IMPACT OF ONLINE DISTANCE LEARNING TOWARDS STUDENT

ENGAGEMENT AMONG UiTM KAMPUS BANDARAYA MELAKA(KBM)
STUDENTS

NAME MATRIX ID GROUP

AHMAD FIKRI BIN JOHAR 2019872194 BA246 5A

MUHAMMAD AQIL AKHTAR BIN ZULKIPLY 2019872142 BA246 5A

MUHAMMAD IZZATHAZIQ BIN KHUZAINI 2019685314 BA246 5A
MUHAMMAD AIMAN SUFIAN BIN AMRAN 2019256108 BA246 5A

NOR AFIQAH BINTI MOHMAD 2019482102 BA246 5A

GROUP: BA246 5A

Report submitted in fulfilment of the requirements for the

Bachelor of Business Administration (Hons) International Business

Faculty of Business and Management

February 2022
 ACKNOWLEDGEMENT

Thank you to Universiti Teknologi MARA for providing us with a conducive open distance
learning environment in which to pursue our Bachelor of Business Administration (Hons)
International Business, as well as a great chance to conduct this research. In addition, we would
like to thank Dr. Irzan bin Ismail, our Research Methodology (MGT 648) lecturer, for his
constant assistance with this research. His commitment to teaching and guiding is really
appreciated.

Also, big thanks to all of the contributing team members and respondents who took the time
and effort to carry out this research and eventually finish this report. Their perspectives and
experiences have contributed significantly to the depth and breadth of this report. Above all,
we owe our gratitude to our families, who supported and encouraged us throughout the process.

Thank you to my classmates for their assistance in conducting research and ideas during many
discussions. We're blessed to have their commitment, passion, and support. Not to forget, we
would like to acknowledge a number of people that assisted us in the writing of this report.
Without unqualified assistance, we would not have been able to execute this assignment. We
hope you will enjoy the report's intertwining of our interests and findings.

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 ABSTRACT

A dramatic change has been required on how the students are getting their education due to the
novel coronavirus (COVID-19) outbreak in Malaysia. Not only did the students have to
maintain a social distance from their peers and family, but students also must adapt with online
distance learning (ODL). Remote learning has become the norm to avoid the wide-reaching
and transferable contagious disease. The sudden outbreak disrupted the education system
worldwide and forced educators to switch to online mode of teaching. On this research aim to
study the factors that influence to the development of student engagement in online distance
learning. Data collection was done by distributing self-designed questionnaires to 114
respondents. 70% of the questions are comingfrom the previous studies that did the similar
topic and the raw data are being analyzed using IBM SPSS Statistics. The findings revealed
that functionality is the most significant factor thatinfluences the student engagement in online
distance learning. In detail, there is a relationship between emotional engagement, participation
engagement and performance engagement with the student engagement in online distance
learning of UiTM KBM students. In conclusion, there are a lot factor to be considered to
determine the development of student engagement in online distance learning. Student
engagement is very important and give a lot of benefits towards the student such as
can increases student satisfaction, enhances student motivation to learn, reduces the sense of
isolation, and improves student performance in online courses.

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 TABLE OF CONTENTS

ACKNOWLEDGEMENT ii

ABSTRACT iii

TABLE OF CONTENTS iv

LIST OF TABLES/FIGURES vii

LIST OF ABBREVIATIONS viii

CHAPTER ONE: INTRODUCTION 1

1.1 Research Background 1

1.2 Problem Statement 2

1.3 Research Questions 4

1.4 Research Objectives 4

1.5 Definition of Terms 5

1.6 Significance of Study 6

1.7 Conclusion 6

CHAPTER TWO: LITERATURE REVIEW 7

2.1 Introduction 7

2.2 Literature Review 7

2.2.1 Students Engagement in Online Distance Learning (DV) 7

2.2.2 Emotional Engagement (IV1) 9

2.2.3 Performance Engagement (IV2) 11

2.2.4 Participation Engagement (IV3) 12

2.3 Hypothesis Development 12

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2.3.1 Relationship between emotional engagement, performance engagement and participation
engagement with student engagement in online distance learning.

2.4 Research Framework 13

2.5 Conclusion 14

CHAPTER THREE: METHODOLOGY 15

3.1 Introduction 15

3.2 Research Design 15

3.3 Population and Sampling 17

3.4 Measurement and Organization of the Questionnaire 18

3.4.1 Measurement of Questionnaire 18

3.4.2 Organization of the Questionnaire 19

3.5 Data Collection Procedure and Statistical Techniques 20

3.5.1 Introduction 20

3.5.2 Frequency Distribution 20

3.5.3 Descriptive Statistics 20

3.5.4 Reliability Analysis 21

3.5.5 Pearson Correlation Coefficient 22

3.5.5 Multiple Regression Analysis 23

3.6 Conclusion 23

CHAPTER FOUR: FINDINGS AND DISCUSSION 24

4.1 Introduction 24

4.2 Response Rate / Data Screening 24

4.3 Statistical Analysis 24

4.3.1 Demographic Analysis 24

4.3.2 Reliability Statistics 27

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 4.3.3 Descriptive Statistics 29

4.3.4 Correlation Analysis 37

4.3.5 Regression Analysis 39

4.4 Conclusion 42

CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS 43

5.1 Introduction 43

5.2 Discussion 43

5.3 Limitations of the Study 44

5.4 Recommendations 44

5.5 Conclusion 46

REFERENCES 47

APPENDICES 51

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 LIST OF TABLES/FIGURES

Table Title Page

Table 1 Organization of the Questionnaire 19

Table 2 Mean Score Level 21

Table 3 Cronbach’s Alpha Table 22

Table 4 Pearson’s Correlation 22

Table 5 Respondent profile 25

Table 6 Rule of Thumb of Cronbach’s Alpha 27

Table 7 Reliability Analysis on Each Variable 28

Table 8 Descriptive Analysis on Emotional Engagement 29

Table 9 Descriptive Analysis on Participation Engagement 31

Table 10 Descriptive Analysis on Performance Engagement 33

Table 11 Descriptive Analysis on Students Engagement in Online Distance

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Learning

Table 12 Correlation Analysis 37

Table 13 Regression Analysis on Each Variable 39

Figure Title Page

Figure 1 Research Framework 14

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 LIST OF ABBREVIATIONS

Abbreviations

ODL Online Distance Learning

SPSS Statistical Package for the Social Sciences

UiTM KBM Universiti Teknologi MARA Kampus Bandaraya Melaka

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 CHAPTER ONE

INTRODUCTION

1.1 RESEARCH BACKGROUND

The COVID-19 has caused school closures all across the world. Over 1.2 billion youngsters
worldwide are not in school. As a result, education has altered considerably, with the notable rise of
e-learning, in which instruction is done remotely and on digital platforms. Online learning is a type of
education in which students learn in a completely virtual environment. Online learning, also known as
e-learning, was first introduced in the 1990s with the creation of the internet and used in distance
learning. Today, it is most prevalent in higher education, allowing students from different geographic
locations to participate with an academic institution as well as other students online and learn flexibly,
at their own pace, while continuing to work towards a degree or certificate. With this abrupt change
away from the classroom throughout many regions of the world, some are wondering if the acceptance
of online learning would continue post-pandemic, and that such a shift might affect the global
education industry.

Students indicated concerns about online learning and difficulty finishing assignments. Higher
education institutions can establish ways to support students in the event of a new wave of Coronavirus
or any other calamity that necessitates an emergency transfer to remote learning by understanding their
obstacles and preferences. The current study investigated college students' perspectives of online
learning adoption, use, and acceptability following COVID-19 government measures such as stay-at-
home orders and/or physical distance. Numerous college campuses and colleges adopted remote
learning, in which classes were delivered online. (Ali, 2020; Crawford et al., 2020). Some colleges
offered asynchronous classes in which teachers prepare assignments or record lectures that students
can finish at their own leisure (Crawford et al., 2020, Hodges et al., 2020). Some colleges used
"synchronous" learning, which takes place at a given time and through a specific medium.

The contact between students and teachers is facilitated by technology, and the structure of
learning environments (e.g., the physical space where learning takes place) can have a significant
impact on learning results (Bower, 2019). For decades, researchers have studied online education, and
good online lecturing is the result of meticulous instructional design and planning. (Hodges, et al.,
2020). However, because to the COVID-19 epidemic, many students all around the world were forced
to switch from face-to-face to online instruction in the midst of the semester. People have limited
capabilities, and it is possible that combining learning modalities will result in cognitive overload,
11
impairing one's ability to learn new information sufficiently. Furthermore, if students lack trust in the
technology they are using or do not have a feeling of cognitive engagement and social connection,
their learning outcomes may suffer (Bower, 2019).

In summary, the primary goal of this study was to determine whether there is an effect on the
growth of student participation in online modalities of education delivery. It was also critical to study
the effect of demographic variables on student participation. This study highlights the main reasons
for people's interest in online learning, as well as the necessity of student engagement for online
students. Finally, the chapter finishes with a discussion of the monograph's relevance to various
professionals involved in higher education, as well as a review of the information in each succeeding
chapter.

1.2 PROBLEM STATEMENT

Engagement is a complicated and comprehensive concept; an overarching 'meta-construct' that tries to

bring together disparate streams of research that contribute to explanations of student achievement
(Fredricks et al. 2004). While everyone agrees it is significant, there is disagreement over the precise
nature of the construct; a key issue is a lack of difference between the state of engagement, attitudes,
their consequences, motivation, and perceived behavioural control. While there is some overlap, the
literature identifies four very independent approaches to understanding engagement: skill, emotion,
involvement, and performance, all of which contribute to the student engagement factor.

The individual's positive or negative judgement of an action is referred to as their attitude

toward the conduct (GarciaBotero, 2018). The attitudes of students regarding instructional technology
have a direct impact on their learning process. (Ali, 2020). The elements that influence behavioural
intentions and the use of mobile-assisted language learning were studied by GarciaBotero et al. (2008).
The authors discovered that students' attitudes influence their motivation to use mobile technology for
language learning significantly.

Another factor to examine is the user's reaction to the learning experience. Affect encompasses
the user's happiness and contentment with previous use of an information system, the user's attitude
toward technology, and the individual's emotional condition (Kemp et al., 2019). According to the
findings, there are negative relationships between negative emotions, cognitive processes, and learning
results (Heckel & Ringeisen, 2019). The quantitative data on affect and emotions will be presented in
a separate study.

Motivation refers to the learner's inner desire to learn. It involves the pleasure derived from the
activity as well as the desire to reach a goal. Motivation is the perceived importance of an activity that
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influences behavioural intention. Students that are motivated will engage in self-regulation activities
that will assist them in achieving their objectives (Kemp et al., 2019). Similarly, Albelbisi and Yasop
(2019) emphasise that highly self-regulated learners demonstrate effective positive motivation and
self-efficacy regarding their learning processes by selecting learning content, setting learning goals,
and organising and directing their learning. According to research, a lack of motivation and self-
regulation abilities in online learning may result in individuals spending more time completing tasks,
submitting late assignments, or producing poor-quality work overall (Albelbisi & Yasop, 2019).

Perceived behavioural control relates to an individual's capability and effort, as well as the
enabling variables that influence the ability to employ educational tools. It involves usability, self-
efficacy, and technology accessibility. The degree to which a user expects the target system to be easy
to use is referred to as ease of use. It presupposes prior expertise with and knowledge of educational
technology (Kemp et al., 2019). Kemp et al. (2019) incorporated self-efficacy in several forms,
focusing on "people's judgements of their skills". It is a specific idea in which a person calculates what
he or she can perform with the skills they have. Self-efficacy is mostly based on Bandura's Social
Cognitive Theory (1977). It asserts that prior experiences and efficacy expectations both contribute to
self-efficacy. Individuals are considered as proactive agents in the regulation of their cognition,
motivation, actions, and emotions according to this social cognitive paradigm (Myers et al., 2019, p.
2).

1.3 RESEARCH QUESTIONS

The research questions that can be identified in this study are:

1. What are students’ perceptions about their adaptation, use, and acceptance of online learning
after COVID-19 government measures?
2. What is the students’ perception regarding factors that affect the use and adaptation of online
learning such as emotional, participation and performance engagement?
3. How does emotional, participation and performance engagement relate to each other?

1.4 RESEARCH OBJECTIVES

The research objectives that can be identified in this study are:

1. To investigate the relationship between students’ perceptions about their adaption, use, and
acceptance of online learning and COVID-19 government measures.
2. To investigate the relationship between emotional engagement, participation engagement and
performance engagement with student engagement in online distance learning.

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1.5 DEFINITION OF TERMS

Online distance learning implies that students are physically separated from the teachers and
so require a method of delivery (Wang et al., 2013). The contact between students and teachers is
mediated by technology, and the structure of learning environments (e.g., the physical space where
learning takes place) can have a significant impact on learning results (Bower, 2019; Gonzalez et al.,
2020; Wang et al., 2013). For decades, researchers have studied online education, and good online
teaching is the result of meticulous instructional design and planning (Hodges, et al., 2020). However,
because to the COVID-19 epidemic, many students all around the world were forced to switch from
face-to-face to online instruction in the midst of the semester. People have limited information
processing capacity, and it is possible that combining learning modalities will result in cognitive
overload, impairing one's ability to learn new knowledge sufficiently. Furthermore, if students lack
trust in the technology they are using or do not have a feeling of cognitive engagement and social
connection, their learning outcomes may suffer (Bower, 2019).

The emotional engagement is the first independent variable. Emotional engagement, according
to Elizabeth Reyes-Fournier et al., is a critical component of online teaching efficacy. Anxiety and
feelings of disconnectedness are characteristics that contribute to increased disengagement risk among
online students. Teachers play an important role in enhancing student retention and helping them fully
engage in their academic degree programme by discovering ways to connect with students and foster
connections between students and their classmates. Following that, clear and logical arrangement has
a visible impact on the quality of the online learning experience, positively improves students'
performance, and helps students feel like their experience accessing course content and activities is
significant to the lecturer. Cara Wrigley and Kara Straker argue in their 2017 essay "Design Thinking
Pedagogy: The Educational Design Ladder" that a well-structured course improves a student's
emotional connection to the learning community.

We now move on to the second independent variable, performance engagement. "Students'

willingness, need, desire, and compulsion to participate in, and succeed in, the learning process" has
been characterised as "performance engagement" (Bomia, Beluzo, Demeester, Elander, Johnson, &
Sheldon, 1997, p. 294). Course delivery in online classes necessitates pedagogical practises that
maximise learning and interaction opportunities. Engagement emphasises on individuals' dispositions
or attitudes toward classroom experiences and life-long learning, rather than cognitive skills taught or
mastered (Mandernach, Donnelli-Sallee, & Dailey-Hebert, 2011). Student engagement has also been
defined as students' level of interest, how they interact with other students in the course, and their
motivation to learn about the topics (Briggs, 2015). Attitude, personality, drive, effort, and self-
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confidence are all affective aspects associated to student involvement (Mandernach et al., 2011).
According to Jaggars and Xu (2016), the quality of interaction within course parameters is positively
associated to student grades in online courses. By assessing student involvement and taking these
emotional factors into account, instructors may more effectively organise classes and activities that
encourage students to be more active participants in their learning and schoolwork.

Last but not least, there is participant involvement. It refers to the ways in which someone who
receives services is involved with or becomes involved with programme delivery. According to
research, rapport and collaboration between students and teachers in an interactive environment are
critical. King (2014) discovered that students valued thorough and timely instructor comments on their
work the most in order to better their learning process. Mini videos and screen casting are approaches
for increasing instructor presence that are thought to provide numerous pedagogical benefits. Dixson
(2010) and King (2014) emphasise the need of constant interaction with students at both the individual
and group levels in helping to establish academic expectations among students. Revere and Kovach
(2011) and Robinson and Hullinger (2008) advocate for the use of new but well-established
technologies such as discussion boards, chat sessions, blogs, wikis, group tasks, Twitter, Skype,
YouTube, and Ning networks to increase student engagement through course design and technology
integration. These technologies are also employed in online active learning for effective social
networking activities to increase student participation.

1.6 SIGNIFICANCE OF STUDY

When the COVID-19 virus knocked out everything last year, several institutions were forced
to swiftly adapt face-to-face courses or institutional trainings to make them available online. Now that
things have been in place for a while, it is a good time to take another look and assess the level of
engagement and interaction, both of which are critical to learning. The degree to which students pay
attention, participate, and exert effort is referred to as engagement. The amount of involvement has a
direct impact on an individual's ability and willingness to learn and apply the information and skills
offered. People are often preoccupied with family and work obligations, making it difficult for them
to attend, complete essential assignments or chores, and obtain needed support. This is especially true
in the case of online delivery. Struggling students go ignored due to a lack of face-to-face engagement
and accountability. To meet the demands of learners, online courses and training must do more than
simply give information.

The benefit of increasing engagement is that it makes learning more enjoyable and motivating,
thereby ensuring that learners remain involved, focused, and willing to put forth the effort to learn the

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presented skills and knowledge. Increased engagement not only helps students be more successful, but
it also helps with retention, which is critical for educational institutions. Increased employee
participation in corporate training improves staff efficiency, productivity, and satisfaction. Positive
learning experiences can also encourage employees to continue studying on their own and use what
they've learned in new ways.

1.7 CONCLUSION

This chapter has provided an overview of the research background, problem statements for this
research, research aims, definitions of important terminology used in this research, and the significance
of this research.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 INTRODUCTION

For this chapter, we required to discuss the literature review of the experts and scholars that
relates to our research of this project. According to Aveyard (2010), a literature review is a
"comprehensive study and interpretation of literature that addresses a specific topic". Aveyard further
added that in this situation, the researcher must "systematically seek, critique, and synthesize the
literature to indicate a gap in the existing research base," as well as "show their understanding of both
the research and the methodologies previously utilized to investigate the topic". In addition, according
to the University of Edinburgh, a literature review is a piece of academic writing that demonstrates
knowledge and mastery of academic literature on a certain topic. A literature review differs from a
literature report in that it includes a critical evaluation of the material.

2.2 LITERATURE REVIEW

2.2.1 Online Distance Learning (DV)

Distance learning (DL) has become a pervasive and growing phenomenon giving a tremendous
boost to the use of information and communication technologies (ICT) in tertiary institutions.
Currently, online is the fastest growing sector of higher education (Means, Toyama, Murphy, Bakia,
& Jones, 2010), gaining popularity both on and off campus. The Internet has made it easier to learn in
a variety of ways, especially when learning from a distance. Distance learning has long been a
proponent of democratising higher education (Larreamendy-Joerns & Leinhardt, 2006), allowing
anyone who wants to learn to do so. Furthermore, blended learning, which combines conventional and
online learning, allows students to gain information through a combination of traditional and online
learning (Siemens, Gaevi, & Dawson, 2015).

Various aspects of online learning, including elements and features of learning in the online
community (Garrison, Anderson, & Archer, 2000; Garrison & Cleveland-Innes, 2005; Hrastinski,
2009; Shea & Bidjerano, 2011), have been studied and reviewed as knowledge becomes more easily
shareable with other students and teachers on the web (e.g., Spring & Graham, 2017; Zhou, 2015).
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Furthermore, in order to comprehend developing research patterns in this subject, researchers must
carefully analyse the field's progress across time (Bradea, Delcea, & Paun, 2015; Chen, 2006). In
response to this demand, the current study examines highly cited and co-cited articles as well as
research issues in online, distant, and blended learning (hence referred to as "online learning") from
2008 to 2017.

With the introduction of the Internet, the way knowledge is delivered has altered. With diverse
combinations of channels such as online learning, distant learning, and blended learning, the channels
have been varied in and out of the virtual world. According to Siemens et al. (2015), online learning
is "a type of distance education in which technology mediates the learning process and teaching is
delivered entirely through the Internet" (p. 101), while blended learning is "the practises that combine
(or blend) traditional face-to-face instruction with online learning" (p. 101). Meanwhile, distance
learning, which is primarily focused on gaining knowledge, is synonymous with distance education,
which is defined as "instruction and planned learning that takes place in a separate location than
learning" (p. 101). People who have problems attending classes have benefited from distance learning
since it allows them to learn. Instructions, assignments, and feedback were sent to students learning
from afar by correspondence, most commonly through the mail (Holmberg, 2005). With the
advancement of technology, remote learning methods have altered and grown to encompass the use of
radio, cinema, telephone, television, and other technical delivery systems. In the twentieth century,
online learning and computer networking were becoming increasingly popular (Harasim, 2000). In the
late twentieth and early twenty-first centuries, new technology and the World Wide Web (Berners-
Lee, Cailliau, & Groff, 1992) encouraged two-way online contact between instructors and students via
email, computer conferencing, and synchronous and asynchronous discussions (Holmberg, 2005).
Learning from a distance on the Internet aided both independent and collaborative learning through
group activities (Harasim, 2000; Holmberg, 2005), and combining online and face-to-face learning
provided students with more fruitful channels for connecting with peers and instructors (Harasim,
2000; Holmberg, 2005). (Shea & Bidjerano, 2011).

Previous researchers have summarized relevant papers in terms of types of papers, participants,
published years, or major topics in order to review previous studies on the various forms of distance
learning with the Internet and technology (e.g., Bernard et al., 2004; Siemens et al., 2015; Tallent-
Runnels et al., 2006). Researchers must, however, study rising research subjects for a more in-depth
investigation of the sector (Chen, 2006). They must investigate academic publications and scholars
who have influenced the field's growth and project promising research ideas for the future. Co-citation

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analysis is one way that has shown potential. When examining the literature in a field of study, this
method emphasizes frequently referenced and co-cited research for inclusion and analysis.

Higher education institutions have adopted online ways to teaching and learning as a result of
the potential given by online learning. On the other hand, e-readiness, or the personal and technological
traits necessary for academic accomplishment and happiness in the online learning process, has
received less attention 65. (Pillay et al., 2007). In order to address this demand, scholars have looked
at e-readiness from the perspective of many components of online learning.

2.2.1 Student Engagement

In this research project, we classified student engagement into three different types, which are
emotional engagement, performance engagement and participant engagement. Further explanation and
literature review for each types of student engagement is as below.

2.2.2 Emotional Engagement (IV1)

Organizational researchers have long understood that individuals are more than just
disembodied heads, and that learning encompasses more than simply cognition on a theoretical level.
Organizational researchers have long emphasised the complexities of the theoretical relationship
between emotion and learning (e.g., Antonacopoulou & Gabriel, 2001; Bloom & Krathwohl, 1956;
Craig, Graesser, Sullins, & Gholson, 2004; Sylwester, 1994), and more recently argued that "emotion
and learning may be reconceptualized as two social processes that are interdependent constituents of
all human experience" (e.g., Bloom & Kra (Simpson & Marshall, 2010). Bloom's renowned taxonomy
of learning objectives, for example, distinguishes between affective, psychomotor, and cognitive
learning objectives (Anderson & Krathwohl, 2001; Bloom & Krathwohl, 1956). The work of David
Kolb (1984) on experiential learning has had a significant impact on how scholars view adult learning
in organisations, and this body of research is based in part on the idea that "learning involves the
integrated functioning of the total person—thinking, feeling, perceiving, and behaving" (A. Y. Kolb
& Kolb, 2005, p. 194). These three assertions can easily be overlooked since management education
typically aims to convert specific experiences into generalizable information as rapidly as feasible
(e.g., Meyer, 2003). While knowledge can be described as explicit and cognitive, Kolb's theory implies
that the depth of experiential learning comes from the ability to shift between tacit, individual
information and explicit, social knowledge. In this light, emotional knowledge is a crucial component
of individual knowledge (Kayes, 2002). Vince (1998) contends that emotion plays a significant role
in experiential learning, and that fear, in particular, can either hinder or stimulate learning. Students

19
can gain insight if they can keep their worry in check, but learning is inhibited if anxiety leads to
defensiveness and denial.

Shepherd's (2004) focus on educating entrepreneurs to manage the sadness associated with
failure to maximise learning is a practical implementation of this philosophy. Liu, Xu, and Wetz (2011)
provide empirical evidence that emotion expressing is positively associated to learning and that
emotion masking or hiding is negatively related to learning. Although there are many philosophical
arguments in the organisational studies literature about the function of emotion in learning, there
appears to be a good level of agreement that emotion plays a major role, particularly in experiential
learning. Recent neuroscience research backs up this hypothesis. According to Zull (2006),
neuroscience research can be summarised as follows:

Learning is built on the foundation of emotion. Emotional chemicals alter the

strength and contribution of each component of the learning cycle. Each afflicted
neuron's signalling mechanisms are directly impacted. (page 7).

On the surface, this description suggests a straightforward relationship: less emotion equals
less learning, and greater emotion equals more learning. When we consider the extremes, this theory
suggests that pupils would learn nothing if they had no emotional response at all, and that they would
learn more and more as they neared an emotional peak. At the other end of the spectrum, we can
imagine a thoroughly bored kid who is completely uninterested in what is going on in the classroom
and who does not learn anything. On the other hand, we can envision someone who has an overly
strong emotional response and learns too quickly—think posttraumatic stress disorder (PTSD)—
causing them to avoid similar situations. There may be no cognitive insight and no learning as Vince
or Kolb define it, but there is learning as defined by neuroscientists. Extreme emotion affects patterns
in the cerebral cortex as a result of posttraumatic stress, and these patterns cannot be easily reversed.
That is to say, the emotion has caused the war veteran with PTSD to learn things that are difficult to
unlearn, and as a result, he collapses anytime he hears a big bang and can't sleep until he keeps a gun
under his pillow.

This oversimplified depiction of PTSD raises an important point regarding neuroscientists'

understanding of the link between emotion and learning. A stress reaction is triggered by too much
emotion, which prevents rational thinking and cognitive development (Wolfe, 2006).

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2.2.3 Performance Engagement (IV2)

Student performance can be defined and quantified in a variety of ways, according to Picciano
(2002), including course completion, grades, and enhanced knowledge and abilities. Many researchers
analyse student performance using conventional evaluations and final course grades to debate the
effectiveness of online learning (Driscoll, Jicha, Hunt, Tichavsky, & Thompson, 2012; Logan,
Augustyniak, & Rees, 2002; Mcfarland & Hamilton, 2005; Logan, Augustyniak, & Rees, 2002).
Different instructors' evaluations, such as examinations, assignments, and final grades, may not always
represent students' true learning ability, resulting in a wide range of difference (Driscoll et al., 2012;
Lombardi & Oblinger, 2008). They are, nevertheless, widely used to assess student performance and
are frequently regarded as reliable markers of students' achievement of course goals (Suskie, 2004).

Bacon (2003) underlined the value of assessments in a student's major field, citing Miller,
Chamberlain, and Seay's research of programme effectiveness (1991). Miller and colleagues (1991)
discovered that assessments in a student's major field were the most useful variable for determining
the efficacy of marketing campaigns. While much of the academic literature has focused on the
effectiveness of online learning vs face-to-face learning, there is no agreement on how online learning
affects student performance. According to certain research (Atchley, Wingenbach, & Akers, 2013;
Driscoll et al., 2012; Francescucci & Foster, 2013; Mclaren, 2004), there is no statistical difference
between student grades and course delivery style. Francescucci and Foster (2013) found that students'
performance and engagement in a blended VIRI learning environment are comparable to that of an
F2F learning environment after comparing 44 students in an F2F classroom and 36 students in a VIRI
classroom. As a result, they propose that the VIRI classroom features could be a viable option for
improving online education learning experiences.

Hansen (2008) found that when it came to building abilities in experiential studies, where
students must apply their knowledge to real-world tasks, online course delivery was more effective
than traditional course delivery. Students in the online component of this study met twice weekly in
an online chat room, where PowerPoint slides and class discussion materials were provided as needed.
. Cavanaugh and Jacquemin (2015) used more than 6,000 student observations to compare the grades
of online and face-to-face courses and proposed a model based on a relationship between student grade
point averages (GPAs) and course delivery modality.

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 Students with higher previous GPAs performed better in online course settings than in F2F
classroom settings, while students with lower GPAs struggled even more in online course settings than
in F2F classroom settings, according to this study. This lack of agreement on the efficacy and impact
of online learning would suggest the necessity for more study to try to clarify the literature.

In conclusion, numerous researchers have looked into the usefulness of online learning settings
and have discovered a mixed bag of positive and negative outcomes. Students' grades in online and
face-to-face courses given by the same instructor were compared in the majority of online learning
research. Because online learning is such a broad category, the utilisation of asynchronous vs.
synchronous learning may also contribute to the mixed findings. As a result, research into and
comparisons of student performance and engagement outcomes in synchronous online course contexts
taught by various professors are required. The goal of this research is to compare student performance
and participation in two types of courses: synchronous online and face-to-face. Finally, we look into
whether or not instructor bias influences student outcomes.

2.2.4 Participant Engagement (IV3)

Although student success in online learning is dependent to some extent on the characteristic
of the students bring to online learning environments (Leeds, et al., 2013), it is clear that faculty and
instructional designers can contribute to student success by designing purposeful course designs that
encourage interaction, participation, and communication in the online learning environment (Robinson
& Hullinger, 2008, p 107). Many of the present issues appear to stem from a need to make practical
links between academic research and efficient online course design. According to Saadé, He, and Kira
(2007), there appear to be two significant research clusters in online learning, one dealing with the
development of effective designs and the other with assessing students' satisfaction with an online
course in comparison to a traditional face-to-face course. (p. 1722).

Student engagement refers to the amount of time and physical energy students devote to
academic activities (Jacobi, Astin, Ayala, 1987; Kuh, 2003). Engagement refers to a student's attempts
to learn a subject, practise, get feedback, evaluate, and solve difficulties (Kuh, 2003). The National
Survey of Student Involvement (NSSE) assesses different aspects of student engagement based on
Chickering and Gamson's widely acknowledged Seven Principles of Good Practice in Undergraduate
Education (Kuh, 2001). The Seven Concepts of Good Practice in Undergraduate Education serve as
the NSSE's foundation, and the principles have been widely adapted to online learning.

The percentage of grade weight provided to conversations is generally related to learner

participation in online learning (Jiang & Ting, 2000). The written nature of online discussions (Liang

22
& Creasy, 2004), course design and instructor interventions (Bullen, 1998; Vrasidas & McIsaac,
1999), and learner background knowledge (Ross, 1996) can all have an impact on involvement.
Several studies have looked into whether learner participation patterns vary. Mason (1994) discovered
that learners are divided into three categories when it comes to online participation: active participants,
lurkers (those who read but do not publish messages), and those who do not participate. Taylor (2002)
looked at students' behaviours of accessing and contributing to online discussions, as well as whether
these patterns affect academic achievement. Workers, a proactive involvement group; lurkers, a
peripheral participation group; and shirkers, a frugal participation group, were the three groupings he
discovered. Workers actively participated in the conversations and visited the class site on a regular
basis, whereas lurkers occasionally contributed but largely in a "read-only mode." Shirkers did the
bare minimum in terms of postings and visits to the class site. Taylor suggested that parameters for
different levels of learner participation be set so that the causes for different levels of engagement can
be explored.

For active and engaged learning to occur, learner participation is needed (Bloom, 1984;
Chickering & Gamson, 1987; Fleming, 1987). When learners do not see one other, they may assume
new personalities and may not feel required or pushed to engage in online discussion (Palloff & Pratt,
1999). The authors define participation in this article as taking part in a discussion that promotes
engaged and active learning. In a discussion forum, participation is defined as the number of students
who post.

2.3 HYPOTHESIS DEVELOPMENT

H1: There is significant relationship between emotional engagement and student engagement in online
distance learning.

H2: There is significant relationship between performance engagement and student engagement in
online distance learning.

H3: There is significant relationship between participant engagement and student engagement in
online distance learning.

2.4 RESEARCH FRAMEWORK

This research was conducted to identify the impact of online distance learning towards student
engagement. This research is related to understanding how emotional engagement, performance
engagement and participant engagement during online distance learning.
23
 Figure 1: Research Framework

Emotional
Hypothesis Statement

Performance

Online Distance Learning

Participant

Independent Variable (IV) Dependent Variable (DV)

2.5 CONCLUSION

This chapter provides an in-depth analysis of previous research in the field of current studies.
Results from earlier studies were used to establish the relationships between the independent variable
and the dependent variable. The hypothesis statement and the conceptual framework to support this
investigation were both established and described in this chapter.

24
 CHAPTER 3: METHODOLOGY

3.1 INTRODUCTION

In performing research, research methodology is very important thing in conducting research. The
methodology utilised in a study has a significant impact on the results produced. Without a clear
research methodology, the data collected will be questioned, and the study's results will be questioned
as well. As a result, the methodology, data collection methods, and analytical methodologies employed
in this study will be discussed in this part. This is done to form a good methodology, thus producing a
quality study. According (Kallet, 2004), the methods section explains the steps that must be taken to
investigate a research problem and the rationale for using specific procedures or techniques to identify,
select, process, and analyse data in order to comprehend a problem, allowing the reader to critically
evaluate the study's validity and reliability.

3.2 RESEARCH DESIGN

Research design is the overall plan for connecting the conceptual research problems to the pertinent
and achievable empirical research. It is an inquiry which provides specific direction for procedures in
research (Creswell, 2014). This is a step-by-step technique followed by the researcher before
beginning the data gathering and analysis process in order to meet the study's objectives in a reliable
manner.

The aim of this study was to conduct descriptive research to obtain an overview of the impact of online
distance learning on student engagement. What are students’ perspectives on online distance learning,
emotional engagement, participation engagement, and performance engagement? To find out the
impact of online distance learning on significant student engagement. Researchers surveyed students
that involved in online distance learning. This study in which the researcher only focused the survey
to identify the impact on the students. The research was conducted in an unstructured and uninterrupted

25
environment. Data from each student will be collected to identify the significant impact on student
engagement with respect to online distance learning (Asenahabi, 2019)

For study setting was conducted at Universiti Teknologi Mara (UiTM) Kampus Bandaraya Melaka
and also by using other mediums such as Google form and so on. This, to identify the impact of online
distance learning on student engagement. And also, this study was only conducted in one semester
starting October 2021 to February 2022

The unit of analysis refers to the level of aggregation of the data collected during the subsequent data
analysis stage (Cavana, 2001). In this study, the unit of analysis is individual students’ part 4 and part
5 at Universiti Teknologi Mara (UiTM) Kampus Bandaraya Melaka. In other words, the unit of
analysis is the individual. This study has focused on the impact of online distance learning towards
student engagement. The target respondents in the study were student who had involve on online
distance learning (ODL).

3.3 POPULATION AND SAMPLING

A population in research does not usually relate to humans. It can refer to a collection of items from
whatever you're studying, such as objects, events, organisations, countries, species, organisms, and so
on (Bhandari, 2021). The descriptive research examined student engagement for undergraduate
students involved in online distance learning. In this study, undergraduate students of UiTM Melaka,
Kampus Bandaraya Melaka, faculty business management and tourism and hotel management will be
given a questionnaire on their perceptions of their involvement. The target population for this study
consists of undergraduate students enrolled in the faculty of business and administration, especially
students of international business courses at UiTM Kampus Bandaraya Melaka whose population size
is N = 160 number of students and sample size S = 114 number of students. The sample of this study
is from random course students namely in terms of Finance, Human Resources, International Business
and Office System Management and for students’ part 4 and part 5 only.

The probability sampling technique used in this study is stratified random sampling. Stratified random
sampling is obtained by separating the population into non -overlapping groups of strata and then the
researcher will select a simple random sample from each stratum. Based on the sample that has been
used in this study, UiTM Kampus Bandaraya Melaka students’ population will be divided into several
subgroups according to the course either by age or gender. Stratified random sampling has been used

26
as a technique to analyse the data as it can provide accurate results and outcomes in terms of population
representation based on characteristics to divide it into different subsets

3.5 MEASUREMENT AND ORGANIZATION OF THE QUESTIONNAIRE

The Student Course Engagement Questionnaire (SCEQ) The questionnaire consists of 5 main sections:
Section A (Demographic Information), Section B (Students' Perspective Towards Online Distance
Learning), Section C (Emotional Engagement), Section D (Participant Engagement) and Section E
(Performance Engagement) and was administered to students by the google form. The SCEQ has
demonstrated effectiveness in assessing student course engagement across multiple studies (Miller,
Demoret, & Wadkins, 2009; Svanum & Bigatti, 2009). All students were given appropriate
instructions on completing the questionnaire and an information note which described the background
and purpose of this research. In this research “Impact Of Online Distance Learning Towards Student
Engagement”, the participant had consented to take part in the study. The researcher provided five sort
of interval scale which are Strongly Disagree, Disagree, Neutral, Agree and Strongly Agree.

On this research (2) type of scales will be used which are nominal scale and interval scale to get
evaluate the variables.

3.5.1 Nominal Scale

A nominal scale of measurement deals with variables that are non-numeric or where the numbers have
no value. According to (Dalati, 2018), Nominal scale is the simplest kind level of measurement as the
numbers and letters assign to objects serve as labels for identification or classification. The
classification of the nominal data including age, gender, and marital status (Dalati, 2018).

In the research of “Impact Of Online Distance Learning Towards Student Engagement”, the nominal
scale is use in the Section A that related to the demographic profile of the respondents which are
gender, age, and name of faculty that respondents enrolled in Universiti Teknologi Mara (UiTM),
Kampus Bandaraya Melaka. For gender, there are two categories, which are male and female.
Meanwhile for age, it contained three (3) categories of age, which are 20-23 years old, 24-26 years
old, 27 years old, and above. For the name of faculty, it contained two categories (Faculty of Business
and Management, Faculty of Hotel and Tourism Management).

27
 NO GENDER

1 MALE

2 FEMALE

NO AGE

1 20 – 23 years old

2 24 – 26 years old

3 27 years old and above.

NO FACULTY

1 Faculty of Business and Management

2 Faculty of Hotel and Tourism Management

3.5.2 Interval Scale

The main objective of interval scale is to identify the differences between the characteristic. Example
of the emotional engagement and behavioural engagement characteristic of the students.

For this research, Section B (Students' Perspective Towards Online Distance Learning), Section C
(Emotional Engagement), Section D (Participant Engagement) and Section E (Performance
Engagement). In the measurement, we provided five (5) sort of interval scale, which are Strongly
Disagree, Disagree, Neutral, Agree and Strongly Agree.

1 STRONGLY DISAGREE

28
 2 DISAGREE

3 NEUTRAL

4 AGREE

5 STRONGLY AGREE

A Survey on Impact Of Online Distance Learning Towards Student Engagement

Section A (Demographic Information)

Gender Age Faculty

Male or Female 20-23 or 24-26 or 27 and Business Management or
above Tourism Management

Section B (Students' Perspective Towards Online Distance Learning)

Question Strongly Disagree Neutral Agree Strongly

Disagree Agree
Online distance learning is less
effective towards student engagement
development.
There are less two-way
communication between students in
online distance learning because lack
of social and face-to face interaction.

I have difficulties in engaging actively

with the online distance learning
system due to problems of self-
adapting.

29
 I felt less focused because there are lot
of distraction in online distance
learning environment and my
engagement in online classes is
extremely interrupted.
I felt less engaged with the lecturers
during online distance learning.

Section C (Emotional Engagement)

Question Strongly Disagree Neutral Agree Strongly

Disagree Agree
Applying course material, I learn to
my daily life.
Really desiring to learn the material in
the course of study.
Finding ways to make the course
material relevant to my daily life.
Feel excited to attend every online
classes in online learning platform.

Section D (Participant Engagement)

Question Strongly Disagree Neutral Agree Strongly

Disagree Agree

30
 Raising my hand or answering
questions in class.
Helping fellow classmates or
teammates in doing group
assignment.
Volunteered in asking questions when
all members of class do not
understand the lecturer's instruction or
explanation during online class.
Volunteered in become a leader in any
project or group assignment.

Section E (Performance Engagement)

Question Strongly Disagree Neutral Agree Strongly

Disagree Agree
Getting a good grade in (CGPA)
during online distance mode of
learning.
Doing well on the tests and quizzes.

Attending to every class or logging on

to the class web page regularly.

Submit the assignment given by

lecturer one day before the
submission date.
Example of Questionnaire for “Impact Of Online Distance Learning Towards Student Engagement”
for Students in UiTM Kampus Bandaraya Melaka

3.6 DATA COLLECTION PROCEDURE

Primary data and secondary data collections are the two types of data collected. To collect a sufficient
number of data, this study used both primary and secondary data.
31
Primary data is derived from primary sources such as surveys, interviews, and experiments.
Furthermore, it is gathered in order to answer our study question. We designed the type of
questionnaire that was most relevant to our research, as well as the most effective methods of
contacting respondents and getting them to complete the questionnaire. We are using Google Form as
the most convenient approach for respondents to answer the questionnaire because to the COVID-19
epidemic situation. Respondents, who are students at Universiti Teknologi MARA (UiTM), Kampus
Bandaraya Melaka, will be given the link to the Google form. Aside from that, we've included a
description at the top of the form to clarify what the questionnaire is about so that responders will have
a better understanding and be able to answer it.

For secondary data, we gathered material from previous study, library, and online sources. We use a
few websites to find journal papers, articles, reports, and case studies that are similar to ours and use
them as additional information for this research.

3.6.1 Statistical Techniques

To analyse all the data collected was used IBM SPSS version 22 software. SPSS is for Statistical
Package for the Social Sciences, and it's a statistical data analysis programme utilised by a variety of
scholars. SPSS is a software suite designed for data management and statistical analysis in the social
sciences. It was first released by SPSS Inc in 1968 and was later purchased by IBM in 2009.

Using Alchemer to export survey data to SPSS's proprietary format. The SAV format simplifies the
process of extracting, altering, and analysing data. SPSS sets up and imports the designated variable
names, variable types, titles, and value labels automatically using the SAV format, making the
procedure considerably easier for researchers. The possibilities for statistical analysis are nearly
unlimited once survey data is exported to SPSS.

3.6.2 Descriptive Analysis

Descriptive analysis is a sort of data analysis that helps to explain, show, or summarise data points in
a constructive way so that patterns develop that satisfy all of the data's conditions. It's one of the most

32
crucial steps in the statistical data analysis process. It provides a conclusion about the data's
distribution, assists in the detection of typos and outliers, and allows for the identification of
commonalities across variables. As a result, further statistical studies can be carried out (Rawat, 2021).

This research focused on descriptive analysis and provided a concise summary of samples and
measurements to assist in calculating the mean, standard deviation, and minimum and maximum
numbers of the collected data samples. Statistical inference usually differs from inference statistics in
that descriptive statistics simply explain what the researcher is, or what the current data represents,
but in inference statistics, the researcher It tries to draw conclusions based on more than the current
data to pull. As a result, the collected data is used to calculate the average by combining all the values
in the data and dividing by the total number of observations in the survey.

3.6.3 Reliability Analysis

The characteristics of the measurement scale and the components that make up the scale can be scale
using reliability analysis. Reliability analysis techniques generate a set of scale reliability
measurements that are used on a regular basis and provide information about the correlation between
individual scale items. Estimates of reliability between evaluators can be calculated using intraclass
correlation coefficients.

3.6.4 Correlational Analysis

In research, correlation analysis is a statistical technique for determining the strength of a linear
relationship between two variables and computing their association. Simply put, correlation analysis
determines the amount of change in one variable as a result of changes in another variable. A high
correlation indicates a strong association between the two variables, and a low correlation indicates an
inadequate relationship between the variables.

3.6.5 Multiple Regression Analysis

Multiple regression is a statistical method for examining the relationships between many independent
variables and a single dependent variable. The purpose of multiple regression analysis is to predict the
value of a single dependent variable given a known independent variable. Each forecast is weighted
to indicate how much the weight affects the overall forecast.

3.7 CONCLUSION

33
Research methodology is the methods and techniques of designing, collecting, and analysing data in
order to produce evidence that can support a study. As this research will be conducted as descriptive
research, we aimed to prove that there is an impact of online distance learning on student engagement
for some factors of student engagement like students' perspective towards online distance learning,
emotional, participant and performance. Moreover, this study also intended to see which student
engagement is higher for impact of online distance learning. Looking into the future it is undoubted
that online learning can be a strong proponent in the progression of modern teaching and learning
methods

CHAPTER FOUR

FINDINGS AND DISCUSSION

4.1 INTRODUCTION

This chapter provided statistics based on survey data collected from respondents. For this
research study, the data collected was analyzed using IBM SPSS Statistics. The analysis includes
frequency statistics, descriptive analysis, reliability analysis, correlation and regression analysis
with interpretations.

For this study, information was gathered from 113 students at UiTM KBM. The questionnaires
are divided into three sections: Section A, which represents the demographic profile, Section B
which contains questions from the dependent variables (student engagement in online distance
learning). Section C which represents the independent variables (emotional engagement,
participation engagement and performance engagement).

34
 4.2 RESPONSE RATE / DATA SCREENING

There were 114 respondents for this survey. The profile of the respondents can be seen in Table
5 below.

4.3 STATISTICAL ANALYSIS

4.3.1 Demographic Analysis

Our research study is to collect data on the impact of online distance learning towards student
engagement. The data that will be collected is from random students in semester four and
semester 5 of Faculty Business Management and Faculty Hotel and Tourism Management of
University Technology MARA (UiTM) Campus of Malacca City by using questionnaire
methods in google gorm survey.

35
There will be Section A, Section B and Section C. The first section is a demographic profile,
which consists of three questions were analyzed using frequency analysis relevant to our
topics. The analysis of the profiles ofthe respondents is shown in the table below:

Table 5: Respondent profile

Percent
No. Classification Frequency
(%)

Male 27 23.7
1. Gender
Female 87 76.3

Total
100 100

20 - 20
99 86.8
2. Age (years old)

24 – 26 15 13.2

(years old)

Total 100 100

Faculty of 94 82.5
Faculty Business
3.
Management

Faculty of 20 17.5
Hotel and
Tourism
Management

Total 100 100

The table 5 above shows the profile of the respondents that voluntarily participate in this survey.

36
The highest number of people that participated in this survey are female which consist of 76.3%
from the total respondents and only about quarter of the respondents are males which equal to
23.7% from the total number of the respondents.

According to the table 5 also, recorded that 86% of the total respondents that participated in the
survey are range between 20 to 23 years old and the rest which is 17.5% of the total respondents
are in the age between 24 to 26 years old.

In addition, the majority of the respondents are from the students in the faculty of business and
management, comprising 94 out of 114 respondents and the balance of 20 respondents are from
the students in the faculty of hotel and tourism management.

4.3.2 Descriptive Analysis

The dependent and independent variables had been analyzed using descriptive analysis, which
typically quantifies the major characteristics of a collection of data. In essence, descriptive
analysis is composed of four variables: minimum, maximum, mean, and standard deviation.
Essentially, the mean data is used to determine the arithmetic average's central tendency. To find
the mean, add all the values together and divide by the total number of values. Meanwhile, the
standard deviation is used to quantify the variability of the square root of the variance, thereby
providing an index of the distribution of scores' variability. As a result, the following descriptive
analysis statistic includes the minimum and maximum values for each variable, as well as the
mean and standard deviation.

A. Descriptive Analysis on Emotional Engagement

Table 8: Descriptive Statistics of Emotional Engagement

Std.
(EME) N Minimum Maximum Mean Deviation
Applying course
material learn to my
114 2.00 5.00 3.6053 .74808
daily life.
(EME 1)
Really desiring to learn
the material in the
course of study. 114 2.00 5.00 3.5702 .70358
(EME 2)

37
 Finding ways to make
the course material
relevant to my daily
114 2.00 5.00 3.5614 .70441
life.
(EME 3)

Feel excited to attend

every online classes in
online learning
114 2.00 5.00 3.4912 .80095
platform.
(EME 4)

Valid N (listwise)
114

The table 8 above shows five numbers of questions that are related to our research first
independent variable which is Emotional Engagement. Hence, EME 1, EME 2, EME 3 and EME
4 represent the first question, second question, third question and fourth question respectively.
The first question (EME 1), ‘applying course material learn to my daily life’ has a maximum
value of five and a minimum value of two. This first question has a mean of 3.61.
The second question (EME 2) is ‘really desiring to learn the material in the course of study’ has a
maximum value of five and a minimum value of two with a mean value of 3.57 for this data.
The third question (EME 3), ‘finding ways to make the course material relevant to my daily life’
has a maximum value of five and a minimum value of two with a mean of 3.56.

Meanwhile for question four (EME 4), ‘feel excited to attend every online classes in online
learning platform’, it has a minimum value of two and a maximum score of five with average
mean of 3.49.
The standard deviation for emotional engagement which are EME 1, EME 2, EME 3, and EME
4 are 0.748, 0.704, 0.704, and 0.801 respectively. The EME 4 question has the highest score which
are 0.801/4.31 respectively which equals 22.95%. Meanwhile, questions EME 1, EME 2 and
EME 3 have a score of 0.748/3.61, 0.704/3.57 and 0.704/3.56 which are equivalent to 20.72%,
19.71% and 19.77% respectively.

38
 B. Descriptive Analysis on Participation Engagement

Table 9: Descriptive Statistics of Participation Engagement

(PAE) N Minimum Maximum Mean Std. Deviation

Raising my hand or
answering questions in
114 2.00 5.00 3.4123 0.77358
class. (PAE 1)

Helping fellow
classmates or
teammates in doing
114 2.00 5.00 4.1404 0.79687
group assignment.
(PAE 2)

Volunteered in asking
questions when all
members of class do
not understand the
lecturer's instruction or 114 2.00 5.00 3.6140 0.69777
explanation during
online class.
(PAE 3)

Volunteered in become
a leader in any project
or group assignment. 114 2.00 5.00 3.5965 0.70043
(PAE 4)

Valid N (listwise)
114

The table 9 above shows five numbers of questions that are related to our research first
independent variable which is Participation Engagement. Hence, PAE 1, PAE 2, PAE 3 and PAE
4 represent the first question, second question, third question and fourth question respectively.
The first question (PAE 1), ‘raising my hand or answering questions in class’ has a maximum
value of five and a minimum value of two. This first question has a mean of 3.40.

The second question (PAE 2) is ‘helping fellow classmates or teammates in doing group
39
assignment’ has a maximum value of five and a minimum value of two with a mean value of 4.14
for this data.
The third question (PAE 3), ‘volunteered in asking questions when all members of class do not
understand the lecturer's instruction or explanation during online class’ has a maximum value of
five and a minimum value of two with a mean of 3.61.

Meanwhile for question four (PAE 4), ‘volunteered in become a leader in any project or group
assignment’, it has a minimum value of two and a maximum score of five with average mean of
3.60.
The standard deviation for participation engagement which are PAE 1, PAE 2, PAE 3, and PAE
4 are 0.774, 0.80, 0.70, and 0.71 respectively. The PAE 1 question has the highest score which
are 0.774/3.40 respectively which equals 22.76%. Meanwhile, questions PAE 2, PAE 3 and PAE
4 have a score of 0.80/4.14, 0.70/3.61 and 0.71/3.60 which are equivalent to 19.32%, 19.39% and
19.72% respectively.

C. Descriptive Analysis on Performance Engagement

Table 10: Descriptive Statistics of Performance Engagement

(PEE) N Minimum Maximum Mean Std. Deviation

Getting a good grade in
(CGPA) during online
distance mode of
114 3.00 5.00 3.7807 0.70093
learning.
(PEE 1)

Doing well on the tests

and quizzes.
114 2.00 5.00 3.8333 0.76328
(PEE 2)

Attending to every class

or logging on to the
class web page
114 2.00 5.00 4.1754 0.76708
regularly.
(PEE 3)

40
 Submit the assignment
given by lecturer one
day before the
114 3.00 5.00 3.8772 0.73038
submission date.
(PEE 4)

Valid N (listwise)
114

The table 10 above shows five numbers of questions that are related to our research first
independent variable which is Participation Engagement. Hence, PEE 1, PEE 2, PEE 3 and PEE
4 represent the first question, second question, third question, fourth question respectively. The
first question (SPO1 1), ‘getting a good grade in (CGPA) during online distance mode of learning’
has a maximum value of five and a minimum value of three. This first question has a mean of
3.80.
The second question (PEE 2) is ‘doing well on the tests and quizzes’ has a maximum value of five
and a minimum value of two with a mean value of 3.83 for this data.
The third question (PEE 3), ‘attending to every class or logging on to the class web page regularly’
has a maximum value of five and a minimum value of two with a mean of 4.20.

Meanwhile for question four (EME 4), ‘submit the assignment given by lecturer one day before
the submission date’, it has a minimum value of three and a maximum value of five with average
mean of 3.90.

The standard deviation for performance engagement which are PEE 1, PEE 2, PEE 3, and PEE 4
are 0.70, 0.76, 0.77, and 0.73 respectively. The PEE 2 question has the highest score which are
0.76/3.83 respectively which equals 19.84%. Meanwhile, questions PEE 1, PEE 3 and PEE 4
have a score of 0.70/3.80, 0.77/4.20 and 0.73/3.90 which are equivalent to 18.42%, 18.71% and
18.72% respectively.

41
 D. Descriptive Analysis on Student Engagement in Online Distance Learning

Table 11: Descriptive Statistics on Student Engagement in Online Distance Learning

(SPO) N Minimum Maximum Mean Std. Deviation

Online distance learning
is effective towards
student engagement 114 2.00 5.00 3.6667 0.72462
development.
(SPO 1)
There is two-way
communication among
students in online
distance learning 114 3.00 5.00 4.2807 0.73483
interaction.
(SPO 2)
I can easily adapt with the
online distance learning
system.
114 2.00 5.00 3.8860 0.83887
(SPO 3)

I can easily engage with

the lecturers during online
distance learning. 114 3.00 5.00 4.1053 0.74511

(SPO 4)

Valid N (listwise)
114

The table 11 above shows five numbers of questions that are related to our research first
independent variable which is Participation Engagement. Hence, SPO 1, SPO 2, SPO 3 and SPO
4 represent the first question, second question, third question, fourth question respectively. The
first question (SPO1 1), ‘online distance learning is effective towards student engagement
development’ has a maximum value of five and a minimum value of two. This first question has
a mean of 3.70.

42
The second question (SPO 2) is ‘there is two-way communication among students in online
distance learning interaction’ has a maximum value of five and a minimum value of three with a
mean value of 4.30 for this data.
The third question (SPO 3), ‘I can easily adapt with the online distance learning system’ has a
maximum value of five and a minimum value of two with a mean of 3.90.

Meanwhile for question four (SPO 4), ‘I can easily engage with the lecturers during online
distance learning’, it has a minimum value of three and a maximum value of five with average
mean of 4.10.

As for the standard deviation for the dependent variable that is Online Distance Learning which
are SPO 1, SPO 2, SPO 3, SPO 4 is 0.725, 0.735, 0.840 and 0.750 respectively. In the case of
SPO 1 and SPO 2, the standard deviation and mean are 0.725/3.70 and 0.735/4.30, respectively,
which equals to 13.68 % and 14.50 %. The values for A2 and A3 are 0.747/4.46 and 0.768/4.54,
which equal 19.59 % and 17.09 %, respectively, and both can be considered average. The value
for SPO 3, on the other hand, is 0.840/3.90, which equals 21.54 % and thus canbe considered a
large deviation.
4.3.3 Reliability Analysis

Reliability analysis is used to obtain an accurate measurement of our data collection and
ensuring that the analysis produces a consistent result and measurement. This also implies
that the data collection process is error-free and produces consistent results. The reliability
analysis sample will be as follows:

Rule of Thumb of Cronbach's Alpha

Cronbach’s Alpha Consistency

α ≥ 0.9 Excellent

0.9 > α > 0.8 Good

0.8 > α ≥ 0.7 Acceptable

0.7 α ≥ 0.6 Questionable

0.6 > α ≥ 0.5 Poor

43
 0.5 > α Unacceptable

Reliability Analysis on Each Variable

Variables Cronbach’s Interpretation
Alpha
Emotional Engagement 0.75 Acceptable
Participation Engagement 0.71 Acceptable

Performance Engagement 0.75 Acceptable

Online Distance Learning 0.73 Acceptable

On the above shows the reliability analysis of all variables including the dependents variables
which is online distance learning and also independent variables on this research which are
emotional engagement, participation engagement and performance engagement. The reliability
analysis obtained will refer to the rule of thumb of Cronbach’s Alpha for analysis and
interpretation. For dependent variables which is online distance learning, the Cronbach’s Alpha
value is 0.752 or interpreted as 75.2% of the set of questions is reliable. This indicates an
acceptable reliability and overall variable in the questionnaire for dependent variables could
produce accurate and precise results.
The Cronbach’s Alpha value for Emotional Engagement is 0.691 or can be interpreted as 69.1%
which indicates acceptable reliability. This indicates overall in the questionnaire for this variable
is reliable and it can be used to find the result of study. Next, Cronbach’s Alpha value for
Participation Engagement is 0.750 or can be interpreted as 75.0% which indicates acceptable
reliability and acceptable internal consistency. This also indicates that theoverall questions and
respondent’s answer under this variable is reliable and it can be used to find the result of the
study. Lastly, the Cronbach’s Alpha value for Performance Engagement which is 0.642 or can
be interpreted as 64.2% which also indicates an acceptable reliability. Plus, this indicates that the
overall in the questionnaire for this variable is reliable and it can beused to find the result of this
study.
44
4.1.1 Correlation Analysis
Correlation is a measure of the strength of a relationship between two variables. Correlations
do not indicate causality and are not used to make predictions; rather they help identify how
strongly and in what direction two variables co- vary in an environment (Schober, 2018).
Correlation coefficients indicate the direction, strength, and significance of a bivariate
relationship betweenall variables measured on an interval or ratio scale. Between two variables,
there could be a perfect positive correlation, denoted by 1.0 (plus 1), or a perfect negative
correlation, denotedby -1.0. (minus 1). On the other hand, correlation analysis does not reveal
which variable causeswhich; rather, it reveals the relationship between two variables.

Emotional Participation Performance Online

Engagement Engagement Engagement Distance
Learning

Pearson 1 .413** .443** .385**

Emotional Correlation
Engagement
Sig. (2- <.001 <.001 <.001
tailed)

N 114 114 114 114

Pearson .413** 1 .455** .773**

Participation Correlation
Engagement
Sig. (2- <.001 <.001 <.001
tailed)

N 114 114 114 114

Pearson .443** .455** 1 .427**

Correlation
Performance
Sig. (2- <.001 <.001 <.001
Engagement
tailed)

N 114 114 114 114

45
 Pearson .385** .379** .385** 1
Online Correlation
Distance
Sig. (2- <.001 <.001 <.001
Learning
tailed)

N 114 114 114 114

Table 12: Correlation Analysis

**. Correlation is significant at the 0.01 level (2-tailed).

Based on the table 14 above, there is a positive, strong, moderate and weak relationship between
the dependent variables and dependent variables. This is indicated by a weak uphill linear
relationship (ρ = 0.385) between the emotional engagement and online distance learning
indicating a definite but weak relationship. Also, this relationship is significant at the 0.01 level.
This is also true for participation engagement, which have a strong uphill relationship (ρ=
0.773), indicating a definite and strong relationship in other words is highly correlated with student
engagement in online distance learning. It also has a significant relationship at the 0.01 level.
Performance engagement, on the other hand, have a moderate uphill linear relationship (ρ=
0.427) or substantial relationship between student engagement in online distance learning. Also,
this relationship is significant at the 0.01 level.

4.34 Regression Analysis

In statistical modelling, regression analysis is a set of statistical processes for estimating the
relationships between a dependent variable and one or more independent variables.Regression
analysis is conducted to determine the coefficient of determination (R square), F statistics,
parameter of significance and the Beta coefficient and used to measure how many percent
dependent variables can be explained by the independent variable.

46
 Table 13: Regression Analysis on each Variable

R Square Adjusted 0.563

R square 0.586

F - Value 6.231

Sig. 0.01

Standard error of estimation 0.496

Unstandardized Standardized
Coefficient Coefficients

Model t Sig.
B Std. error Beta

(Constant) 2.662 0.402 6.629 0.00

Emotional 0.17 0.96 0.18 0.172 0.864

Engagement

Participation 0.388 0.101 0.393 3.824 0.00

Engagement

Performance 0.43 0.99 0.045 0.435 0.664

Engagement

47
Interpretations:

(i) Coefficient of determination, R2

The R2 of 0.58 implies that 58% of variation in the student engagement in online distance learning
is explained by the variation in the emotional engagement, participation engagement and
performance engagement. The other 42% of the variance in the dependent variables is not
explained by the independent variables in this study. This indicated, there are other independent
variables which are not included in this study and could further strengthen the regression
equation.

(ii) Adjusted R2
Adjusted R2 penalizes additional 0.56 units of independent variables to the model, if this research
has other variables than the R2 will be analyzed and from 0.58 now become 0.56.
(iii) Model Significant
F-Test is significant at p-value less than 0.05 which is 0.01, therefore the linear modelis valid for
overall. Hence, the emotional engagement, participation engagement and performance
engagement significantly explained the student’s engagement in online distance learning.

(iv) Parameter significant

The variable for emotional engagement and performance engagement is not significant. It is
because the p-value for emotional engagement variable is 0.864 (86.4%), performance
engagement 0.664 (66.4%) which is above the 5% significance level. Hence, explained that
emotional engagement and performance engagement is not related with the students’ decision
towards online shopping platform.
However, the result for participation engagement is 0.01 (1%), which is below the 5% of
significant level. Therefore, the participation engagement variable is significant. Hence explain
that participation engagement variable is positively related with the student engagement in online
distance learning.

(v) Unstandardized Beta Coefficients

Unstandardized Beta Coefficients are the values of the regression equation function forpredicting
the dependent variable from the independent variable. The column of estimate provides the value
of β0, β1, β2 for this equation. Student engagement in online distance learning = 0.2662 + 0.17
(Emotional Engagement) + 0.388 (Participation Engagement) + 0.43 (Performance Engagement).

48
Therefore, for each one unit increase in emotional engagement, student engagement in online
distance learning will increase by 0.17 units while holding other independent variable constant.
Followed by the next variables, participation engagement, for each one unit increase in
participation engagement, student engagement in online distance learning will increase by 0.388
units while holding other independent variable constant. And for each one unit increase in
performance engagement, student engagement in online distance learning will increase by 0.43
unitswhile holding other independent variable constant.

(v) Standardized Beta Coefficients

The beta coefficient is expressed in a unit that is consistent across all variables in the equation. It
expresses the same information as the unstandardized beta value, but in standard deviation
format. Therefore, as emotional engagement increased by one standard deviation, student
engagement in online distance learning will increase by 0.18. For participation engagement, as
participation engagement increases by one standard deviation, student engagement in online
distance learning will increase by 0.393. Followed by performance engagement, as performance
engagement increases by one standard deviation, student engagement in online distance learning
will increase by 0.045. Therefore, the strongest IV would be the participation engagement
variable with a betaweight of 0.393 while emotional engagement and performance engagement
do not explain the variance in student engagement in online distance learning significantly.

(vi) Recommendations
1. The university especially the academic affairs should focus on the improvement of
participation engagement between students with their lecturers to make the online
distance learning system more effective to achieve more positive impact to the
development of student engagement in online distance learning.

These recommendations have been made because variable of participation engagement have a
significant value less than 0.05 and a large deviation, implying that university and academic
institution should place a greater emphasis on this independent variable in order to make sure the
development of the student engagement in online distance learning. Additionally, future research
should include additional variables, as the R2 is low, that may have an effect on student
engagement in online distance learning.

49
 4.4 CONCLUSION
In conclusion, based on the results of the report data analysis, it can be stated that the hypothesis (H1)
is not accepted.
H1: There is no significant relationship between emotional engagement and student engagement in
online distance learning.
H2: There is a significant relationship between participation engagement and student engagement in
online distance learning.

Based on the data analysis, it can also be stated that hypothesis (H3) is not accepted.
H3: There is a no significant relationship between performance engagement and student engagement
in online distance learning.

50
 CHAPTER 5

CONCLUSION AND RECOMMENDATION

5.1 INTRODUCTION

In this chapter it show the peak of the discussion and the last conclusions made from the
findings based on previous chapter. As the conclusion for this project research, the reason of this
section is to talk about whether the research findings have an implication that would give a benefit
towards the reader. In addition, to discovered the limitation of the study.

5.2 DISCUSSION

The reason of the discussion for findings is to ensure that is there any similarities or the
differences between the current information findings and the previous studies. The findings indicate
that is there any impact of online distance learning towards student engagement. These findings
support findings from previous studies. At the point when study are motivated to do well in their
courses, involved or put resources into their want to learn, and able to apply the work expected by
their educators, they are almost certain to be engage with their education (Mandernach et al., 2011). It
is because online learning platforms involve it functionality that is convenient to the student in order
to improve student emotional, participant and performance engagement among student.

However, there are differences between previous research and current findings. as the online
learning platform has developed their website's functionality in order to attract online consumers.
According to Dim and DiLoreto (2015). In online learning conditions there are many tools accessible
for educators to accumulate casual information about student interest in the course. Teachers can audit
sign in information, number of minutes on the web, perspectives on learning modules or course
content, and self-announced data from understudies by utilizing reviews, reflections, conversations,
and other developmental instruments.

5.3 LIMITATION OF STUDY

The first limitation in this study was its population and sample size. Living in the pandemic,
since Malaysia Prime Minister has provided a request to follow the Movement Control Order (MCO),
has uncovered and drawn most of online learning platform as well as changed the study and class
strategy is in on the web. This suggests that most of understudy know about internet based review
stages that can be gotten to, for example, Webex, GoogleMeet, Zoom meeting and Classroom.
Subsequently, the significance of choosing student for this study was somewhat unimportant. This is
51
the platform that almost student can connect any web based gaining stage whenever and from any area
as long as they have an Internet access and a gadget or device.

Second, because of the Online Distance Learning circumstance, there is no actual classes or
actual connection are available among student, this concentrate only utilized an e-poll disseminated
through Google Form to gather information from the respondents. Subsequently, the failure to convey
the poll actually by hand brought about a more slow reaction rate. To wrap things up, this study zeroed
in on just three factors that impact dynamic with online learning and student engagement. However,
these variables can be concentrated on additional utilizing factor examination, which considers parts
that make up the relating factors.

5.4 RECOMMENDATION

Since study has discovered that the respondents among UiTM KBM has the engagement with
the online learning and of the respondents had recently done web based looking throughout the
previous month, this observing obviously demonstrated that UiTM KBM student have positive
emotional, performance and participant aims towards online learning.

Based on the findings, it is vital to improve the factor of student engagement toward online
learning. Online service. It is recommended that to clearly identify the assignment due date. Provide a
clear timetable of the action and task due dates for your course. This could be refined in more ways
than one, going from remembering a network with movement due dates for the course prospectus,
making a course fast aide with posting of due dates by week/unit/module, as well as utilizing due dates
in Blackboard exercises and tasks so they are recorded in understudies' Blackboard course schedule
and action stream.

Next, build a learning community. Research found that when a web-based course incorporated
a web-based local area part, student were multiple times more drew in and multiple times bound to
complete the course. Commitment increments when student feel like they 'have a place' and are
'important for something' with similar individuals. Whenever a web-based course requires local area
interest, student have more chances to associate with teachers and individual student, talk about
coursework, help each other through battles, share thoughts, and, in particular, become more engaged.

Thirdly, provide an active learning opportunity. A typical confusion about web based learning
is that student just demonstration front of their PCs. That might be true if the course is designed that
way, but one way to engage online learners is to get them out of their chairs (or beds) and get them
associated with dynamic learning. One meaning of dynamic learning is "involved learning," although
that could most likely include. Allocate your internet based student to talk with individuals working
52
in the field, or to in any case bring their learning out into the local area where they reside. Findings
analyses, bunch activities, or assembling and dissecting neighbourhood information are only a couple
of the numerous instances of dynamic learning

Last but not least, provide timely and useful feedback. Feedback to student about their
presentation is critical in the work to keep student occupied with the learning venture. Speedy reactions
to conversation posts and email questions can assist with saving understudies on target for the
following task or movement. Time required to circle back on reviewing of evaluations can likewise
affect future student effort. Student should to never need to participate in the following appraisal
without getting input on the past evaluation. Feedback that is detailed and positive in nature will in
general be more compelling than faint acclaim or indistinct messages

5.5 CONCLUSION

In conclusion, based on the results of the report data analysis, it can be stated that the hypothesis
is not accepted. There is no significant relationship between emotional engagement and student
engagement in online distance learning. There is a significant relationship between participation
engagement and student engagement in online distance learning. Based on the data analysis, it can also
be stated that hypothesis (H3) is not accepted. There is a no significant relationship between
performance engagement and student engagement in online distance learning.

53
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56
 APPENDICES

Assalammualaikum WBT. Salam UiTM Dihatiku.

Dear respondents,

We are students of Bachelor in Business Administration (Hons) International Business from Faculty
of Business and Management UiTM Campus of Malacca City for session October - February 2022.
We are conducting a survey on "Impact of Online Distance Learning Towards Student Engagement".
This survey purposely for the subject of Research Methods (MGT648)

The questionnaire consists of 5 main sections; Section A (Demographic Information), Section B

(Students' Perspective Towards Online Distance Learning), Section C (Emotional Engagement),
Section E (Participant Engagement) and Section F (Performance Engagement). You are required to
answer all the questions.

Your participation is important to the success of the research. All responses will be confidential and
only use for the research purposes. There are no right or wrong answer for the questions in this survey.
The questionnaire will take about 5 minutes only to complete.

Thank you in advance for your cooperation to participate to completing this survey. Please do not
hesitate to contact us if you have any enquiry.

aqilzulkiply@gmail.com

Please answer all questions with full honesty. Best regards. Stay safe. Thank you.

Researches:

Muhammad Aqil Akhtar bin Zulkiply

Ahmad Fikri bin Johar.

Muhammad Aiman Sufian bin Amran

Muhammad Izzat Haziq bin Khuzaini.

Nor Afiqah binti Mohmad

57
Frequencies

Statistics

State your State your

gender State your age faculty

N Valid 114 114 114

Missing 0 0 0
Percentiles 25 2.0000 1.0000 1.0000

50 2.0000 1.0000 1.0000

75 2.0000 1.0000 1.0000

State your gender

Cumulative
Frequency Percent Valid Percent Percent

Valid Male 27 23.7 23.7 23.7

Female 87 76.3 76.3 100.0

Total 114 100.0 100.0

State your age

Cumulative
Frequency Percent Valid Percent Percent

Valid 20-23 99 86.8 86.8 86.8

24-26 15 13.2 13.2 100.0

Total 114 100.0 100.0

State your faculty

Cumulative
Frequency Percent Valid Percent Percent

Valid Faculty of Business and

94 82.5 82.5 82.5
Management

Faculty of Hotel and Tourism

20 17.5 17.5 100.0
Management
Total 114 100.0 100.0

58
59
 Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Applying course material I

114 2.00 5.00 3.6053 .74808
learn to my daily life.
Really desiring to learn the
material in the course of 114 2.00 5.00 3.5702 .70358
study.
Finding ways to make the
course material relevant to 114 2.00 5.00 3.5614 .70441
my daily life.
Feel excited to attend every
online classes in online 114 2.00 5.00 3.4912 .80095
learning platform.
Valid N (listwise) 114

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Raising my hand or
answering questions in 114 2.00 5.00 3.4123 .77358
class.
Helping fellow classmates or
teammates in doing group 114 2.00 5.00 4.1404 .79687
assignment.
Volunteered in asking
questions when all members
of class do not understand
114 2.00 5.00 3.6140 .69777
the lecturer's instruction or
explanation during online
class.
Volunteered in become a
leader in any project or 114 2.00 5.00 3.5965 .70043
group assignment.
Valid N (listwise) 114

60
 Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Getting a good grade in

(CGPA) during online 114 3.00 5.00 3.7807 .70093
distance mode of learning.
Doing well on the tests and
114 2.00 5.00 3.8333 .76328
quizzes.
Attending to every class or
logging on to the class web 114 2.00 5.00 4.1754 .76708
page regularly.
Submit the assignment
given by lecturer one day 114 3.00 5.00 3.8772 .73038
before the submission date.
Valid N (listwise) 114

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Online distance learning is

less effective towards
114 2.00 5.00 3.6667 .72462
student engagement
development.
There is two-way
communication between
114 3.00 5.00 4.2807 .73483
students in online distance
learning interaction.
I can engage actively with
the online distance learning
114 2.00 5.00 3.8860 .83887
system due to problems of
self-adapting.
I can easily engage with the
lecturers during online 114 3.00 5.00 4.1053 .74511
distance learning.
Valid N (listwise) 114

61
Reliability

Scale: Emotional Engagement

Reliability Statistics

Cronbach's
Alpha N of Items

.752 4

Scale: Participation Engagement

Reliability Statistics

Cronbach's
Alpha N of Items

.713 4

Scale: Performance Engagement

Reliability Statistics

Cronbach's
Alpha N of Items

.752 4

Scale: Student Engagement in Online Distance Learning

Reliability Statistics

Cronbach's
Alpha N of Items

.733 4

62
 Correlations

Emotional_Engagem Participation_Enga Performance_E Online_Dista

ent gement ngagement nce_Learning

Emotional_Engagement Pearson
1 .413** .443** .385**
Correlation

Sig. (2-
.000 .000 .000
tailed)

N 114 114 114 114

Participation_Engagement Pearson
.413** 1 .455** .773**
Correlation
Sig. (2-
.000 .000 .000
tailed)
N 114 114 114 114
Performance_Engagement Pearson
.443** .455** 1 .427**
Correlation
Sig. (2-
.000 .000 .000
tailed)
N 114 114 114 114
Online_Distance_Learning Pearson
.443** .427** .385** 1
Correlation

Sig. (2-
.000 .000 .134
tailed)

N 114 114 114 114

**. Correlation is significant at the 0.01 level (2-tailed).

Regression

Model Summaryb

Adjusted R Std. Error of the

Model R R Square Square Estimate

1 .381a .145 .122 .49600

a. Predictors: (Constant), Performance_Engagement,

Emotional_Engagement, Participation_Engagement
b. Dependent Variable: Online_Distance_Learning

63
 ANOVAa

Model Sum of Squares df Mean Square F Sig.

1 Regression 4.599 3 1.533 6.231 .001b

Residual 27.062 110 .246

Total 31.661 113

a. Dependent Variable: Online_Distance_Learning

b. Predictors: (Constant), Performance_Engagement, Emotional_Engagement,
Participation_Engagement

64
65