A STUDY OF FACTORS INFLUENCE STUDENTS’ INTENTION TO ENROLL IN AN ONLINE IELTS COURSE

Presented by: Ms. Thanchanok Loviriyanan

Assumption University of ThailandCOLLEGE OF INTERNET DISTANCE EDUCATION School of e-Learning Science

CHAPTER 1

INTRODUCTION

INTRODUCTIONBackground of the study The use of IELTSGeneral knowledge of e-Learning

STATEMENT OF PROBLEM Market opportunity in Thailand

IELTS e-Learning agency in Thailand IELTS e-Learning course around the world

To study the market potential for IELTS online course

To study the factors influence Thai students’ intention to enroll IELTS online course

Benefit to IELTS school to consider e-Learning course

RESEARCH QUESTIONS 1. Which factors influence students’ intention to

enroll in an online IELTS course? 2. What is the most influencing factor towards

Thai students’ intention to enroll in an online IELTS course?

RESEARCH OBJECTIVES

To measure whether (Attitude, Subjective Norms, and Perceived Behavioral Control) influence Thai students’ intention to enroll in an online IELTS course

To determine the influence of the factors (Attitude, Subjective Norms, and Perceived Behavioral Control) influence Thai students’ intention to enroll in an online IELTS course

SIGNIFICANCE OF RESEARCH

To understand the factors influences the intention to enroll in IELTS e-Learning program

Benefit to institutes where interested to develop IELTS e-Learning program

Help IELTS online institutes to design the marketing communication to impact customer requirement.

CHAPTER 2

LITERATURE REVIEW

THEORETICAL FRAMEWORK Theory of Reasoned Action (TRA)

Source: Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research. Reading, M.A.: Addison-Wesley.

Theory of Planned Behavior

Attitude Toward Act of Behavior

Subject Norm

Behavioral Intention

Behavior

Outcome Beliefs

Normative Beliefs

Control Beliefs

Attitude toward the Behavior

Subjective Norm

Perceived Behavioral Control

Outcome Beliefs

Behavior

Source: Ajzen, I. (1991); “The Theory of Planned Behavior”. Organizational Behavior and Human Decision Process, 50(2), pp. 179-211.

THEORETICAL FRAMEWORK

Theory of Technology Acceptance Model (TAM)

Perceived Usefulness

Perceived Ease of Use

Behavioral Intention

Actual System Use

Source: Davis, F. D. (1989). “Technology Acceptance Model”, MIS Quarterly.

THEORETICAL FRAMEWORK

Decomposed Theory of Planned Behavior (DTPB)

Perceived UsefulnessPerceived Ease of UseCompatibility

Peer InfluenceSuperior’s Influence

Self-EfficacyResource FacilitatingTechnology Facilitating

Behavior Intention

Behavior

Attitude

Subjective Norm

Perceived Behavioral

Control

Source: Taylor, S., and Todd, P. (1995). Understanding Information Technology Usage: A Test of Competing Models. Information System Research, 6(2), pp. 146.

RELATED LITERATURE REVIEW

Attitude has an important direct influence on intention to adopt e-Learning (Ndubisi, 2004).

The social facilitation and social comparison the groups are motivator and can provide necessary assistance for using new system (Rita, 2010).

Subjective norm included family, friends, expert opinions and the mass media have powerful to make decision in online auction (Huang, Wu, Wang, and Boulanger, 2011).

Factors influencing e-Learning adoption intention for Malaysia indicated that self-efficacy, prior computer experience, training, technological facilities, and computer anxiety contribute significantly and predict in perceived behavioral control (Ndubisi, 2004).

PREVIOUS STUDIES

Learner characteristics, technology characteristics and perceived risks influenced the intention to enroll an online graduate program (Lee, and Zailani, 2010).

The five factors were significant with the attitude towards behavior intention on e-MBA adoption including perceived usefulness, trial usage, retrieval of results, assisting to have good image and feeling of enjoyment (Mahmod et al., 2005).

Factors influenced the intention to enroll in e-Learning including usefulness, ease of use, pressure to use e-Learning, and availability of resources needed to use e-Learning (Eke, 2011).

PREVIOUS STUDIES

The perceived behavioral control is important intention influencer which included self-efficacy, computing experience, training, access to technological facilities and e-Learning adoption intention (Ndubisi, 2004).

CONCEPTUAL FRAMEWORK

Attitude- Perceived Usefulness- Perceived Ease of Use- Perceived Enjoyment

Subjective Norms- Social Influence- Media Influence

Perceived Behavioral Control- Technology Readiness- Computer and Internet

Anxiety- Self-Efficacy

Intention to Enroll in IELTS e-Learning program

RESEARCH HYPOTHESES

H01: Attitude factor does not influence students’ intention to enroll in IELTS e-Learning course.Ha1: Attitude factor influence students’ intention to enroll in IELTS e-Learning course.

H02: Subjective Norms factor does not influence students’ intention to enroll in IELTS e-Learning course.Ha2: Subjective Norms factor influence students’ intention to enroll in IELTS e-Learning course.

H03: Perceived Behavioral Control factor does not influence students’ intention to enroll in IELTS e-Learning course.Ha3: Perceived Behavioral Control factor influence students’ intention to enroll in IELTS e-Learning course.

CONCEPT AND OPERATION OF VARIABLES

Independent Variables Attitude

Perceived Usefulness, Perceived Ease of Use and Perceived Enjoyment

Subjective Norms Social Influence and Media Influence

Perceived Behavioral Control Technology Readiness, Computer and internet anxiety and

Self-efficacy

Dependent Variables Students’ intention to enroll in IELTS e-Learning course

CHAPTER 3

RESEARCH METHODOLOGY

RESEARCH METHODOLOGY

Research Design Descriptive Research Method Applied questionnaire to collect data

Target Population and Sample Thai students who need IELTS living in Bangkok

(unknown number of population) From IELTS tutor schools in Bangkok and some IELTS

webboards From the calculation sample size is 385 respondents so

the questionnaires were distributed to 400 respondents

Sampling Procedure Non-probability sample technique (Convenience

sampling method)

RESEARCH METHODOLOGY

Questionnaire1. Screening questions2. Factors influence students’ intention to enroll in IELTS e-Learning program

Construct 1: Attitude (perceived usefulness, perceived ease of use and perceived enjoyment)

Construct 2: Subjective Norms (social influence and media influence)

Construct 3: Perceived Behavioral Control (technology readiness, computer & internet anxiety and self-efficacy

3. Demographics information Using 5-point Likert Scale (strongly agree = 5 strongly disagree =1)

RESEARCH METHODOLOGY

Data Collection Procedures Primary data from questionnaire survey

IELTS Tutor Schools at Siam Square, Bangna and Srinakarin Rd.

Education “Thailand International Education Exhibition” during 30 March – 1 April at Royal Paragon Hall and “The Next Step” on 29 March at Thammasat University

Online Research at qualtrics.com

Distribute through webboard

http://www.abactoday.com/webboard/abac-talk/ielts-6589/

http://www.ieltsthai.com/board/webboard.html

RESEARCH METHODOLOGY

Proposed Data Analysis Methods

Using SPSS to analyze the data

Descriptive Statistics was applied to explain the respondents’ demographic information and their perceptions on intention to enroll in an IELTS online course.

Inferential Statistics which is Multiple Linear Regression was applied for hypothesis testing

CHAPTER 4

DATA ANALYSISAND RESULTS

HYPOTHESIS TESTING

Independent Variables Beta Value

Perceived Usefulness(PU)

.194

Perceived Ease Of Use(PEOU) 

.431

Perceived Enjoyment (PE)

.248

H01: Attitude factor does not influence students’ intention to enroll in IELTS e-Learning course.

H02: Subjective Norms factor does not influence students’ intention to enroll in IELTS e-Learning course.

Independent Variables Beta Value

Social Influence (SI) .364

Media Influence (MI) 

.296

HYPOTHESIS TESTING

Independent Variables Beta Value

Technology Readiness (TR) .132

Computer & Internet Anxiety (CIA)

 

.109

Self-Efficacy (SE) .695

H03: Perceived Behavioral Control factor does not influence students’ intention to enroll in IELTS e-Learning course.

Overall Factors influence students’ intention to enroll in IELTS e-Learning course.

Independent Variables Beta Value

Attitude (ATT) .465

Subjective Norms (SN) 

.261

Perceived Behavioral Control (PBC)

.505

HYPOTHESIS TESTINGNull Hypothesis Significant

ValueBeta Value R2 Results

H01: Attitude factor does not influence students’ intention to enroll in IELTS e-Learning course.

   

p = .000

   

.465

   

.329

   

Rejected the null hypothesis

H02: Subjective Norms factor does not influence students’ intention to enroll in IELTS e-Learning course.

   

   

p = .000

   

.261

   

.285

   

Rejected the null hypothesis

H03: Perceived Behavioral Control factor does not influence students’ intention to enroll in IELTS e-Learning course.

   

p = .000

   

.505

   

.451

   

Rejected the null hypothesis

CHAPTER 5

CONCLUSION AND DISCUSSION

SUMMARY FOR FINDINGSDemographic Majority Number of

respondents

Percentage (%)

Gender Female 215 54%

Age 18-22 years 244 61%

Education Level Bachelor’s Degree 259 65%

Occupation Student 240 60%

Income 10,000 Baht or lower

182 46%

Interested to enroll in IELTS course

Yes 397 99.25%

Purpose of IELTS study To further education

217 54%

SUMMARY OF MEANS AND STANDARD DEVIATION FOR ALL INDEPENDENT AND DEPENDENT VARIABLES

  MeanStd.

DeviationLevel of

Agreement

Attitude (A)      

Perceived Usefulness (PU) 3.52 0.700 Agree

Perceived Ease of Use (PEOU) 3.42 0.734 Agree

Perceived Enjoyment (PE) 3.22 0.801 Neutral

Average Attitudes 3.41 0.853 Agree

Subjective Norms (SN)      

Media Influence (MI) 3.30 0.965 Neutral

Social Influence (SI) 3.08 0.781 Neutral

Average Subjective Norms 3.15 0.927 Neutral

Perceived Behavioral Control (PBC)      

Self-Efficacy (SE) 3.39 0.793 Neutral

Technology Readiness (TR) 3.48 0.763 Agree

Computer & Internet Anxiety (CIA) 2.76 0.961 Neutral

Average Perceived Behavioral Control (PBC) 3.15 0.938 Neutral

Intention to enroll in IELTS e-Learning course 3.37 0.944 Neutral

DISCUSSION OF RESEARCH FINDINGS

The highest influence factor is Perceived Behavioral Control (PBC) with the β value of 0.505.

The second influence factor is Attitude (ATT) with the β value of 0.465.

The last influence factor is Subjective Norms (SN) with the β value of 0.261.

This research result supports research from Ndubishi (2004), which showed that Perceived Behavioral Control (PBC) is one of the important intention influencer of intention to adopt e-Learning MBA

DISCUSSION OF RESEARCH FINDINGS

Perceived Behavioral

Control (PCB)

Self-Efficacy (SE)

Computer & Internet Anxiety (CIA)

F=108.614, p=.000, 45.1% of variations

Technology Readiness (TR)

• Key factors are Self-Efficacy (SE) (t=12.505, p=.000) and technology Readiness (TR) (mean = 3.48 at agree level).

• When students are confident in their computer skills, they will perceive that they will have the ability to study IELTS e-Learning course

• Supported by Lee et al. (2010) who found that computer self-efficacy is one of the factors influenced the intention to enroll an online graduate program.

DISCUSSION OF RESEARCH FINDINGS

Key factors are Perceived Ease Of Use (t=6.047, p=.000), Perceived Enjoyment (t=4.404, p=.000) and also Perceived Usefulness (PU) (mean=3.52 at agree level).

When IELTS e-Learning course is perceived as easy to use and joyful when using, attitude is more favorable.

The finding was supported by Mahmod et al. (2005) that feeling of an enjoyment with the program is one of the factors was significant with the attitude towards behavior intention on the e-MBA adoption.

Similar result was found by Eke (2011) that Ease Of Use is one of the factors influenced the intention to enroll in e-Learning.

Attitude (ATT)

Perceived Usefulness (PU)

Perceived Ease Of Use (PEOU)

F=64.825, p=.000, 32.9% of variations

Perceived Enjoyment (PE)

DISCUSSION OF RESEARCH FINDINGS

Key factors are Media Influence (t=5.892, p=.000) and Social Influence (t=5.863, p=.000).

The social pressure by people around them and the media can engage students to enroll in IELTS e-Learning course.

This research result supported previous research of Huang et al. (2011) that Media Influence (MI) is powerful to make decision in online auction.

Also, Rita (2010) stated that social facilitation and social comparison of the groups are motivator and can provide necessary assistance for using new system.

Subjective Norms (SN)

Social Influence (SI)

Media Influence (MI)

F=79.122, p=.000, 28.5% of variations

ANSWER TO RESEARCH QUESTIONS

To determine the factors influence students’ intention to enroll in IELTS e-Learning course.

Attitude- Perceived Usefulness- Perceived Ease of Use- Perceived Enjoyment

Subjective Norms- Social Influence- Media Influence

Perceived Behavioral Control- Technology Readiness- Computer and Internet Anxiety- Self-Efficacy

ANSWER TO RESEARCH QUESTIONS

To identify the most influencing factors towards Thai students’ intention to enroll in IELTS e-Learning course.

1. Perceived Behavioral Control (β = 0.505)

2. Attitude (β = 0.465)

3. Subjective Norms (β = 0.261)

- Self-Efficacy (SE)- Technology

Readiness (TR)

- Perceived Ease Of Use (PEOU)

- Perceived Enjoyment (PE)

- Perceived Usefulness (PU)

- Media Influence (MI)

- Social Influence (SI)

IMPLICATION FOR PRACTICES To improve perceived behavioral control

towards IELTS e-Learning course The marketing campaign would emphasize on

people’s self-efficacy indicated that students will be comfortable using the IELTS e-Learning system on their own.

The institution may provide system check for students to verify that their technology will support the e-Learning system. eg. http://lms.thaicyberu.go.th/OfficialTCU/systemcheck/index.asp (Thai Cyber University, 2012).

The institution may provide a trial period for a week to ensure student’s technology can support their e-Learning.

To improve students’ attitude towards IELTS e-Learning courseNot let them feel of too academic Using games or virtual classroom design

systems User friendly interface design to support ease

of useProvide help functions for users supportProvide support center in variety of

communication i.e. blog, chat, email or telephone.

Apply free social media to be one of communication channel.

Marketing campaign may emphasize on e-Learning core advantage by learning anywhere at any time to encourage students.

IMPLICATION FOR PRACTICES

IMPLICATION FOR PRACTICES To improve subjective norms towards

IELTS e-Learning Course Consider using expert opinions as testimonial

interview to influence students’ intention to enroll in IELTS e-Learning course.

Which may called imitation campaign for example “To be success same as your idols by learning IELTS online course”.

Preparing the media plan in combination with social influence plan in order to promote the course.

RECOMMENDATION FOR FURTHER RESEARCH Future researches should be conducted continuously to

investigate more factors that will influence students’ intention to enroll in IELTS e-Learning course.

The potential learners in other provinces should be investigated in further research similarly to potentials in other countries.

The future research might include other factors such as institution characteristics i.e. reputation, instructors, system’s security, prior computer experience and etc.

To ask respondents to evaluate the most influence media in order to have effective media plan for the IELTS e-Learning course.

Follow-up studies, should consider the actual behavioral data using the systems in order to extend the efficiency of the IELTS e-Learning systems.

Thank you very much for your attention!