Faculty of Management and Commerce

South Eastern University of Sri Lanka

Thesis Defense
Master of Business Administration

Supervised By: Student:

Mr. S. Sabraz Nawaz A.S. M. Rusith
Senior Lecturer Gr.II (SEU/FMC-PG/MBA/032)
Head of Dept. of Management and IT
Faculty of Management and Commerce
South Eastern University of Sri Lanka
 
 To be Covered
• Research Topic
• Introduction
• Research Methodology
• Findings and Discussion
• Conclusions and Recommendations

Thesis Defenece: A.S. Muhammed Rusith 2

 ACCEPTANCE OF MOBILE LEARNING BY
HIGHER EDUCATIONAL INSTITUTIONS IN SRI
LANKA: AN UTAUT2 APPROACH

3
 Introduction

Thesis Defenece: A.S. Muhammed Rusith 4

 Introduction
• Students are proficient with Internet.

• Mobile and communication technologies are

mostly involving in the changed of the world

technology.
• M-learning: student can learn anytime and

anywhere else by using portable devices.

• M-learning is having great potential.

• Traditional learning system in Sri Lanka.

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 Research Problem

“Why are the m-learning in Sri Lanka less adopted

by the higher educational institutions?”

Thesis Defenece: A.S. Muhammed Rusith 6

 Research Questions

• What are the factors influencing student’s adoption of M-learning in higher

education in Sri Lanka?
• Is there any relationship between performance expectancy and behavioural intention
to use M-learning?
• Is there any relationship between effort expectancy and behavioural intention to use
M-learning?
• Is there any relationship between social influence and behavioural intention to use
M-learning?
• Is there any relationship between habit and behavioural intention to use M-learning?
• Is there any relationship between facilitating condition and behavioural intention to
use M-learning?
• Is there any relationship between hedonic motivation and behavioural intention to
use M-learning?
• What is the most suitable technology adoption model that illustrates the key factors
influencing the behavioural intention to use of M-learning in higher education of Sri
Lanka?

Thesis Defenece: A.S. Muhammed Rusith 7

 Objectives of the Study
• General aim: identify the factors that affect behavioural intention to use of M-learning in higher education in Sri Lanka.

• To make this research aim true, the following objectives will be followed:

o Examine the acceptance of M-learning among students in higher education in Sri Lanka.

o Study the existing nature of M-learning and progress made so far in Sri Lanka.

o To empirically examine and explain the factors influencing behavioural intention to use M-learning in Sri Lankan higher educational context.

o To develop and examine a conceptual model that represents the main factors influencing the behavioural intention to use M-learning in Sri Lanka.

o To examine the relationships between PE, EE, SI, Ha, FC and HM and BI to use M-leaning in Sri Lanka.

o To add to the body of knowledge on M-learning adoption in Sri Lanka so that government and other policymakers would be able to take these
findings into their accounts when they decide on improving the higher education of electronic service delivery channels rather than more traditional
service delivery methods.

Thesis Defenece: A.S. Muhammed Rusith 8

 RESEARCH
METHODOLOGY

9
 Definition of the variables
Variable Description

Performance Expectancy The degree to user gain benefits in utilizing technology while doing other
activities

Effort Expectancy Effort expectancy defines to the level of ease of using M-learning technology

Social Influence A person's perception concerning other main people in his or her life who believe
in the significance of his or her use of mobile learning technology

Facilitating Conditions The degree to a person considers that the existing infrastructure in his
organization supports his use of mobile learning technology

Hedonic Motivation The entertaining or preference derived from using technology

Habit The extent that persons lean towards to implement behaviours by design because
of learning
Gender Hierarchical separation between women and men
Age Different age categories of the adoption of innovation
Internet Experience Different demographic Internet experience level between students

Behavioural Intention to Use The degree of persons make a thought-based conclusion whether to carry out or
M-learning not to carry out a specific behaviour

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Thesis Defenece: A.S. Muhammed Rusith
 Conceptual Framework

Adopted from UTAUT2 model (Venkatesh et al., 2003)

Thesis Defenece: A.S. Muhammed Rusith 11
 Hypotheses
• H1: Performance expectancy has a positive effect on behavioural intention to use of M-
learning in higher education in Sri Lanka.
• H2: Effort expectancy has a positive effect on behavioural intention to use of M-learning in
higher education in Sri Lanka.
• H3: Social Influence has a positive effect on behavioural intention to use of M-learning in
higher education in Sri Lanka.
• H4: Habit has a positive effect on behavioural intention to use of M-learning in higher
education in Sri Lanka.
• H5: Facilitating Condition has a positive effect on behavioural intention to use of M-learning
in higher education in Sri Lanka.
• H6: Hedonic Motivation has a positive effect on behavioural intention to use of M-learning in
higher education in Sri Lanka
• H7: Age moderates the relationship between determinants of IT user behaviour behavioural
intention to use of M-learning in higher education in Sri Lanka.
• H8: Gender moderates the relationship between determinants of IT user behaviour
behavioural intention to use of M-learning in higher education in Sri Lanka.
• H9: Internet experience moderates the relationship between determinants of IT user behaviour
behavioural intention to use of M-learning in higher education in Sri Lanka.

Thesis Defenece: A.S. Muhammed Rusith 12

 Method
• Method: Quantitative
• Study Setting
o Nature: Explanatory
o Type of Investigation: Correlational
o Time Horizon: Cross-Sectional
o Unit of Analysis: Individuals

Thesis Defenece: A.S. Muhammed Rusith 13

 Population and Sample

Higher Education Students in Sri Lanka

Population: State University Students in Sri
Sample - 400 State
Lanka
University Students

According to University Grand Commission(UGC) (2018), total number of students enrolling

in state universities is 137, 890

Thesis Defenece: A.S. Muhammed Rusith 14

 DATA ANALYSIS AND
FINDINGS

Thesis Defenece: A.S. Muhammed Rusith 15

 Survey Data
• Distributed Questionnaires – 850
o 300 Print
o 550 Online
• Total responded – 470
• Usable Questionnaires - 453

Thesis Defenece: A.S. Muhammed Rusith 16

 Discriminant Validity
• If Composite Reliability(CR) is more than 0.70 threshold would
be acceptable(Joreskog, 1971).
• If Average Variance Extract (AVE) is more than 0.50 is
threshold value (Fornell & Larcker, 1981).
• Hu and Bentler (1999) suggested If Maximum Shared Variance
(MSV) value AVE > MSV proves discriminant validity.
MaxR
  CR AVE MSV PE EE SI HB FC HM BI
(H)
PE 0.947 0.817 0.334 0.947 0.904            

EE 0.887 0.664 0.223 0.903 0.472*** 0.815          

SI 0.909 0.769 0.187 0.912 0.209*** 0.166*** 0.877        

HB 0.873 0.774 0.373 0.873 0.287*** 0.302*** 0.327*** 0.88      

FC 0.927 0.808 0.376 0.929 0.546*** 0.459*** 0.197*** 0.611*** 0.889    

HM 0.844 0.644 0.242 0.846 0.376*** 0.369*** 0.432*** 0.420*** 0.384*** 0.802  

BI 0.935 0.828 0.376 0.938 0.578*** 0.470*** 0.258*** 0.478*** 0.613*** 0.492*** 0.91
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Thesis Defenece: A.S. Muhammed Rusith
 Model Fit Indices
• If chi-square (χ2/df), as per (Wheaton et al., 1977; Tabachnick and Fidell, 2007)
the range from 2.0 to 5.0 is acceptable.
• Range for RMSEA(Root Mean Square Error of Approximation) value is
between 0 and 0.1 where, smaller values indicates better model fit(Byrne, 1998).
• Hu and Bentler (1999) defines the range of CFI (Comparative Fit Index)
between 0 to 1 where values close to 1 indicate good fit.
• PClose value greater than 0.05 concludes that there is a strong model fit
(McQuitty, 2004).

Measure
Estimate

CMIN (χ²) 346.117

Df 188

χ²/df 1.841

CFI 0.980

RMSEA
0.043

PClose 0.944
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Thesis Defenece: A.S. Muhammed Rusith
 Measurement Model
• As per Anderson and Gerbing (1988), For the items where
loafing value is > 0.50 and below whereas, loading values
less than cut-off value were removed from the model.

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Thesis Defenece: A.S. Muhammed Rusith
 Hypothesis Testing
• Proposed hypotheses in this study were validated using SEM
technique.
• PE, EE, FC, HM and Ha have positive effect on behavioural
intention to use of M-learning in higher education in Sri Lanka.
• SI is not have positive effect on behavioural intention to use of M-
learning in higher education in Sri Lanka.
• Age and Gender moderates the relationship between determinants
of IT user behaviour behavioural intention to use of M-learning in
higher education in Sri Lanka.
• Internet Experience don't moderates the relationship between
determinants of IT user behaviour behavioural intention to use of
M-learning in higher education in Sri Lanka.

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Thesis Defenece: A.S. Muhammed Rusith
 Validated Adoption Model

Validated M-learning Adoption Model

Thesis Defenece: A.S. Muhammed Rusith 21
 CONCLUSIONS AND RECOMMENDATIONS

Thesis Defenece: A.S. Muhammed Rusith 22

 Conclusions
1.What are the factors influencing student’s adoption of M-learning in higher education
in Sri Lanka?

2. Is there any relationship between IT user behaviour and behavioural intention to use
M-learning?

3. What is the most suitable technology adoption model that illustrates the key factors
influencing the behavioural intention to use of M-learning in higher education of Sri
Lanka?

Thesis Defenece: A.S. Muhammed Rusith 23

 Contribution of the study
• Smart class room system or smart city concept
including of m-learning for higher education by
Government.
• Useful to educational designers who are in-charge
of designing university courses.
• It provides educational professional with insight
how m-learning can be connected in order to
improve in higher educational institutes
• Network providers can create their data packages
for mobile devices based on validated model.
• Contribution to Adoption literature
• Factors unveiled
• Refined adoption model; which can be used as a
frame of reference by researchers, policymakers
and other higher educational institutes.

Thesis Defenece: A.S. Muhammed Rusith 24

 Research Limitation
• Time
• Adoption-side only
• No sampling frame
• All university students could not be
included
• Less email address available, social
network sites blocked, etc.

Thesis Defenece: A.S. Muhammed Rusith 25

 Recommendation for Future Research
• Culture, Trust and Education level can be
added to the UTAUT2 and tested
• Implementation with adoption can be
studied
• Comparative studies with neighboring
countries
• Private universities’ students can be
included to explore the difference between
acceptance behaviour
• Lectures could focus on lectures’ use of M-
learning to get more detailed information

Thesis Defenece: A.S. Muhammed Rusith 26