FACTORS THAT DETERMINE THE EFFECTIVENESS OF E-LEARNING FOR SECONDARY SCHOOL STUDENTS IN KLANG VALLEY, MALAYSIA BY SUBRAMANIAM S/O PALANISAMY A thesis

FACTORS THAT DETERMINE THE EFFECTIVENESS OF E-LEARNING FOR SECONDARY SCHOOL STUDENTS IN KLANG VALLEY, MALAYSIA BY SUBRAMANIAM S/O PALANISAMY A thesis submitted in fulfilment of the requirement for the degree of Doctor of Philosophy in Information Technology Kulliyyah of Information and Communication Technology International Islamic University Malaysia SEPTEMBER 2019

ABSTRACT E-Learning is continuously receiving favorable acceptance among the learning institutions since it plays an important role in providing convenient and effective learning to learners. Since e-learning was introduced in schools in Malaysia for over a decade ago, there has been much interest in understanding the implementation of e- learning in schools and the factors determining the effectiveness of e-learning among students. At the same time, since the study investigates the factors contributing to the effectiveness of e-learning from the users perspective, it is important to find the role of e-learning in helping students achieve their educational goals. The objective of this study is to find the factors which determine the effectiveness of e-learning among students in secondary schools in Malaysia. The study further investigates the relationship among the determinants of effective e-learning. The study involves three phases, namely preliminary visit to schools to get information about the implementation, observation on students who are using the e-learning system and collection of information and feedback from the e-learning students. A quantitative research method was used for this study. Questionnaires were devised and adopted as a main research instrument for the study. The questionnaires were also used to provide quantitative description about the sample chosen within the population. The collected data was analyzed and the findings were explained in detail. The study identified factors such as use of e-learning, user satisfaction, system quality, content quality and self-efficacy have significant influence on the effectiveness of e-learning. User satisfaction has the highest influence on the effectiveness of e-learning (57%). This is followed by use of e-learning which is 39%. Whereas, system quality has 25% significant influence on the effectiveness of e-learning through user satisfaction and 13% significant influence through use of e-learning. Next, content quality has 17% significant influence on the effectiveness of e-learning through user satisfaction and 9% significant influence through use of e-learning. Lastly, self-efficacy has 14% significant influence on the effectiveness of e-learning through user satisfaction and 9% significant influence through use of e-learning. Overall, the result shows that system quality and content quality play important role in determining the effectiveness of e-learning besides the students direct involvement with self-efficacy and satisfaction of using the system. Unfortunately, perceived ease of use and perceived usefulness failed to show their significant influence on the effectiveness of e-learning. This means the students were not much influenced by these factors as they were using the system for quite long and may not feel the importance of these factors for their learning now. Next, even though the delivery method did not show direct influence on the use of e-learning and user satisfaction, it has shown its indirect influence through the other antecedents such as system quality, content quality and self-efficacy. This means the delivery of content still needs considerable attention so that the students can use and benefit well from e-learning system. Lastly, the research contribution, future research and recommendation were explained in detail. In general, the finding of the study benefits the e-learners, the e-learning system implementers and the researchers as well. ii

خالصة البحث ABSTRACT IN ARABIC يتلقى التعليم اإللك توين باستمرار قبو ل اجيابيا من مؤسسات التعليم ألنو يلعب دورا مهما يف توفري التعلم ادلريح والفع ال للمتعلمني. منذ إدخال التعليم اإللك توين يف ادلدارس يف ماليزيا منذ أكثر من عقد كان ىناك اىتماما كبريا بفهم تطبيق التعليم اإللك توين يف ادلدارس والعوامل اليت حتدد فعالية التعليم اإللك توين بني الطالب. يف الوقت نفسو نظر ا ألن الدراسة تبحث يف العوامل اليت تسهم يف فعالية التعليم اإللك توين من منظور ادلستخدمني كان من ادلهم إجياد دور التعليم اإللك توين يف مساعدة الطالب على حتقيق أىدافهم التعليمية. اذلدف من ىذه الدراسة ىو إجياد العوامل اليت حتدد فعالية التعليم اإللك توين بني لالب ادلدارس الثانوية يف ماليزيا. تبحث الدراسة يف العالقة بني حمددات التعليم اإللك توين الفع ال. تتضمن الدراسة ثالثة مراحل وىي الزيارة األولية للمدارس للحصول على معلومات حول التطبيق ومشاىدة الطالب الذين يستخدمون نظام التعليم اإللك توين ومجع ادلعلومات والتعليقات من لالب التعليم اإللك توين. مت استخدام لريقة كمية ذلذه الدراسة حيث اعت م دت ا لستبيانات اخلاصة بالدراسة ومت تعديلها باعتبارىا منهجية حبثية رئيسية. كما مت استخدام ا لستبيانات لتوفري وصف كمي للعينة اليت مت اختيارىا من بني اجملتمع ا لحصائي من خالل مجع البيانات. وقد مت حتليل البيانات اليت مت مجعها وشرح النتائج بالتفصيل. حددت الدراسة عدة عوامل ذلا تأثري كبري على فعالية التعليم اإللك توين مثل استخدام التعليم اإللك توين ورضا ادلستخدم وجودة النظام وجودة احملتوى والفعالية الذاتية. وجدت الدراسة أن رضا ادلستخدم لديو أعلى تأثري على فعالية التعليم اإللك توين )%75(. ويلي ذلك استخدام التعليم اإللك توين وىو %93. بينما و ج د أن جودة النظام ذلا تأثري كبري بنسبة %57 على فعالية التعليم اإللك توين من خالل رضا ادلستخدم وتأثري كبري بنسبة %39 من خالل استخدام التعليم اإللك توين. بعد ذلك تأثر جودة احملتوى بنسبة %35 على فعالية التعليم اإللك توين من خالل رضا ادلستخدم وبنسبة %3 من خالل استخدام التعليم اإللك توين. أخريا تأثر الفعالية الذاتية بنسبة %31 على فعالية التعليم اإللك توين من خالل رضا iii

ادلستخدم و بنسبة %3 من خالل استخدام التعليم اإللك توين. لقد أوضحت النتائج أن جودة النظام وجودة احملتوى يلعبان دورا مهما يف حتديد فعالية التعليم اإللك توين إىل جانب مشاركة الطالب ادلباشرة يف استخدام النظام مع الكفاءة الذاتية واحلصول على الرضا عن استخدام النظام. لسوء احلظ فشلت سهولة ا لستخدام والفائدة ادلتصورة يف إظهار تأثريىا الكبري على فعالية التعليم اإللك توين. ىذا يعين أن الطالب ل يتأثرون كثريا هبذه العوامل ألهنم كانوا يستخدمون النظام لف تة لويلة جد ا ورمبا ل يشعرون بأمهية ىذه العوامل لتعلمهم اآلن. بعد ذلك على الرغم من أن لريقة التوصيل مل تظهر تأثريا مباشرا على استخدام التعليم اإللك توين ورضا ادلستخدم فقد أظهرت تأثريىا غري ادلباشر من خالل السوابق األخرى مثل جودة النظام وجودة احملتوى والفعالية الذاتية على فعالية التعليم اإللك توين. ىذا يعين أن توصيل احملتويات ل يزال حيتاج إىل اىتمام كبري حىت يتمكن الطالب من استخدام النظام بشكل جيد وينغمس يف التعلم اإللك توين بشكل فعال. يف اخلتام مت شرح مسامهة البحث والبحث ادلستقبلي والتوصية بالتفصيل. بشكل عام فإن نتائج الدراسة تفيد ادلتعلمني اإللك تونيني ومنفذي نظام التعليم اإللك توين والباحثنيكذلك. iv

APPROVAL PAGE The thesis of Subramaniam S/O Palanisamy has been approved by the following: Abdul Rahman Ahlan Supervisor Asadullah Shah Internal Examiner Ayman Bassam External Examiner Khalid Mahmood External Examiner Radwan Jamal Elatrash Chairman v

DECLARATION I hereby declare that this thesis is the result of my own investigations, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degrees at IIUM or other institutions. Subramaniam S/O Palanisamy Signature... Date... vi

COPYRIGHT INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH FACTORS THAT DETERMINE THE EFFECTIVENESS OF E- LEARNING FOR SECONDARY SCHOOL STUDENTS IN KLANG VALLEY, MALAYSIA I declare that the copyright holders of this thesis are jointly owned by the student and IIUM. Copyright 2019 Subramaniam S/O Palanisamy and International Islamic University Malaysia. All rights reserved. No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below 1. Any material contained in or derived from this unpublished research may only be used by others in their writing with due acknowledgement. 2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes. 3. The IIUM library will have the right to make, store in a retrieved system and supply copies of this unpublished research if requested by other universities and research libraries. By signing this form, I acknowledged that I have read and understand the IIUM Intellectual Property Right and Commercialization policy. Affirmed by Subramaniam S/O Palanisamy.... Signature.. Date vii

ACKNOWLEDGEMENTS Firstly, it is my utmost pleasure to dedicate this work to my dear parents and my family, who granted me the gift of their unwavering belief in my ability to accomplish this goal: thank you for your support and patience. I wish to express my appreciation and thanks to those who provided their time, effort and support for this project. To the members of my thesis committee, thank you for sticking with me. Finally, a special thanks to my supervisor Associate Professor Dr. Abdul Rahman Ahlan for his continuous support, encouragement and leadership, and for that, I will be forever grateful. viii

TABLE OF CONTENTS Abstract... ii Abstract in Arabic... iii Approval Page... v Declaration... vi Copyright... vii Acknowledgements... viii List of Tables... xiii List of Figures... xv List of Abbreviations... xvii CHAPTER ONE: INTRODUCTION... 1 1.1 Overview... 1 1.2 Research Background... 4 1.3 Problem Statement... 7 1.4 Research Objectives... 9 1.5 Research Questions... 10 1.6 Significance of the Study... 11 1.7 Scope of the Study... 12 1.8 Theoretical Framework... 12 1.9 Definition of Terms... 13 1.10 Organization of Thesis... 19 CHAPTER TWO: LITERATURE REVIEW... 21 2.1 Introduction... 21 2.2 Digital Native... 21 2.3 National E-Learning Policy... 22 2.4 E-Learning Definition... 22 2.5 Benefit of E-Learning... 26 2.6 E-Learning Initiatives in Malaysian Schools... 27 2.7 Implementation of E-Learning in Malaysian Smart Schools... 29 2.8 Implementation of E-Learning Virtual Learning Environment Frog (VLE Frog) in All Government Schools in Malaysia... 33 2.9 E-Learning Portals in Malaysia... 36 2.9.1 Conceptual Interaction among Four Entities with the School E-Learning Portal.... 37 2.9.2 Learning Management System (LMS)... 40 2.9.3 Malaysian Grid for Learning (mygfl)... 43 2.9.4 Penang E-Learning Community Project (SIPI-School Industry Partnership Program)... 44 2.9.5 K-Perak E-Learning Cluster (KPEC) Project... 44 2.9.6 The Chinese Smart Schools... 45 2.9.7 Edubestari.com... 45 2.10 Role of Private Sector in Fostering E-Learning... 46 2.10.1 Private Smart Schools... 46 2.10.2 Smart Utusan Education Portal... 46 ix

2.10.3 Maxis ekelas... 47 2.10.4 In.trique Learning Module... 48 2.11 Challenges and Issues Involved in Implementing E-Learning in Schools... 48 2.12 Factors Determine the Effectiveness of E-Learning... 49 2.13 Chapter Summary... 72 CHAPTER THREE: THEORETICAL FRAMEWORK... 73 3.1 Introduction... 73 3.2 Research Framework... 74 3.2.1 Technology Acceptance Model (TAM)... 74 3.2.1.1 Perceived Usefulness... 77 3.2.1.2 Perceived Ease of Use... 78 3.2.2 Updated Information Systems Success Model (User Satisfaction)... 79 3.2.2.1 Information Quality (Content Quality)... 80 3.2.2.2 System Quality... 82 3.2.2.3 User Satisfaction... 83 3.2.2.4 Use of E-Learning System... 85 3.2.2.5 Net Benefit (The effectiveness of E-Learning)... 86 3.2.3 Delivery method... 87 3.2.4 Self-Efficacy... 88 3.3 Proposed Research Model... 89 3.4 Hypotheses... 94 3.4.1 Variables and Research Model... 94 3.4.1.1 Perceived Ease of Use... 94 3.4.1.2 Perceived Usefulness... 95 3.4.1.3 System Quality... 96 3.4.1.4 Content Quality... 96 3.4.1.5 Delivery Method... 97 3.4.1.6 Self-Efficacy... 98 3.4.1.7 Use of E-Learning... 99 3.4.1.8 User Satisfaction... 100 3.5 Chapter Summary... 100 CHAPTER FOUR: RESEARCH METHODOLOGY... 102 4.1 Introduction... 102 4.2 Research Design... 102 4.3 Preliminary Study... 104 4.4 Pre-Test... 105 4.5 Pilot Study... 106 4.6 Research Setting... 108 4.7 Population, Method of Sampling and Sample Size... 108 4.8 Questionnaires... 110 4.9 The Measurements... 112 4.10 Field Study and Data Collection... 114 4.11 Data Analysis.... 114 4.12 Chapter Summary... 114 x

CHAPTER FIVE: DATA ANALYSIS AND FINDINGS... 116 5.1 Introduction... 116 5.2 The Respondents Gender, Age, Race and Family Income... 116 5.3 The Respondents Computer and Internet Access... 117 5.4 The Respondents Computer Proficiency Skill... 120 5.5 Measurement Model... 121 5.5.1 Exploratory Factor Analysis of Study Factors (EFA)... 121 5.5.1.1 Perceived Usefulness... 124 5.5.1.2 Perceived Ease of Use... 124 5.5.1.3 Delivery Method... 125 5.5.1.4 Content Quality... 126 5.5.1.5 System Quality... 127 5.5.1.6 Self-Efficacy... 127 5.5.1.7 User Satisfaction... 128 5.5.1.8 Use of E-learning... 129 5.5.1.9 Effectiveness of E-learning... 130 5.6 Measurement Model and Full-Fledged Model... 131 5.6.1 Perceived usefulness (PU)... 132 5.6.2 Perceived Ease of Use (PEU)... 135 5.6.3 Delivery Method (DM)... 136 5.6.4 Content Quality (CQ)... 137 5.6.5 System Quality (SQ)... 138 5.6.6 Self-Efficacy (SE)... 139 5.6.7 User satisfaction (US)... 141 5.6.8 Use of E-Learning (USE)... 141 5.6.9 Effectiveness of E-Learning (EEL)... 142 5.7 Structural Equation Modeling... 143 5.8 Research Study Model... 149 5.8.1 Comparison between Proposed Research Model and Final Research Model... 153 5.9 Chapter Summary... 155 CHAPTER SIX: FINDING AND DISCUSSION... 156 6.1 Introduction... 156 6.2 Relationship Between Factors and Hypotheses of the Study... 159 6.2.1 The Role of System Quality on E-Learning Effectiveness... 159 6.2.2 The Role of Content Quality on Effectiveness of E-Learning... 161 6.2.3 The Role of Delivery Method on Effectiveness of E- Learning... 163 6.2.4 Role of Self Efficacy on Effectiveness of E-Learning... 165 6.2.5 Role of Use of E-learning on Effectiveness of E-learning... 167 6.2.6 Role of Users Satisfaction on Effectiveness of E-learning... 169 6.3 Unmeasured Hypotheses and Summary of Hypotheses... 171 6.4 Chapter Summary... 175 CHAPTER SEVEN: RESEARCH CONTRIBUTIONS AND IMPLICATIONS... 176 7.1 Introduction... 176 7.2 Research Contributions and Implications... 176 7.2.1 Theoretical Contributions and Implications... 176 xi

7.2.2 Practical Contributions and Implications... 181 7.2.3 Methodological Contributions and Implications... 181 7.3 Research Limitations... 183 7.4 Future Research... 183 7.5 Conclusion... 185 REFERENCES... 188 APPENDIX A: Questionnaires in English... 210 APPENDIX B: Questionnaires in Malay... 216 APPENDIX C: Approval and Permission Letters to Do Research... 222 APPENDIX D: Permission for Research Data Collection... 224 xii

LIST OF TABLES Table No. Page No. 2.1 Malaysian Government and Private Bodies Initiated E-Learning Portals 37 2.2 Literature Review about the Authors, Domain of Research and Research Finding 68 3.1 The contributing factors and supporting literature 90 3.2 Dependent variable and Independent variables 91 4.1 Reliability Score for Pilot Study 107 4.2 Sample Size Calculation 109 5.1 Respondents Demographic Profile 117 5.2 The respondents Computer and Internet Access 119 5.3 The respondents Computer Proficiency Skill 121 5.4 Exploratory Factor Analysis (EFA) for E-learning Use, User Satisfaction and E-Learning Effectiveness-Rotated Component Matrix 122 5.5 Exploratory Factor Analysis (EFA) for Self-Efficacy, System Quality and Content Quality-Rotated Component Matrix 123 5.6 Exploratory Factor Analysis (EFA) for Ease of Use, Perceived Usefulness and Delivery Method-Rotated Component Matrix. 123 5.7 Reliability Statistics of Perceived Usefulness 124 5.8 Item-Total Statistics of Perceived Usefulness 124 5.9 Reliability Statistics of Perceived Ease of Use 125 5.10 Item-Total Statistics of Perceived Ease of Use 125 5.11 Reliability Statistics of Delivery Method 125 5.12 Item-Total Statistics of Delivery Method 126 5.13 Reliability Statistics of Content Quality 126 5.14 Item-Total Statistics of Content Quality 126 xiii

5.15 Reliability Statistics of System Quality 127 5.16 Item-Total Statistics of System Quality 127 5.17 Reliability Statistics of Self-Efficacy 128 5.18 Item-Total Statistics of Self-Efficacy 128 5.19 Reliability Statistics of User Satisfaction 128 5.20 Item-Total Statistics of User Satisfaction 129 5.21 Reliability Statistics of E-learning Use 129 5.22 Item-Total Statistics of E-learning Use 130 5.23 Reliability Statistics of E-learning Effectiveness 130 5.24 Item-Total Statistics of E-learning Effectiveness 131 5.25 Valid Items for Measurement Model 146 5.26 Convergent Validity and Construct Reliability 148 5.27 Discriminant Validity 149 5.28 Recommended Fit Statistics 152 5.29 Results of Revised Hypothesized Model 153 xiv

LIST OF FIGURES Figure No. Page No. 2.1 Partial Organizational Structure of School 38 2.2 Conceptual Interaction among Four Entities with the School E- learning Portal 39 2.3 The Interaction between LMS and LCMS 42 3.1 Technology Acceptance Model (TAM) 76 3.2 Updated Information Systems Success Model (UISS) DeLone & McLean (2002, 2003) 79 3.3 Proposed research model 93 4.1 Research Flow 103 5.1 Initial CFA model for Perceived Usefulness 133 5.2 Revised CFA model for Perceived Ease of Use 134 5.3 Revised CFA model for Perceived Ease of Use (Final) 134 5.4 Initial CFA model for PEU 135 5.5 Initial CFA model for Delivery Method 136 5.6 Revised CFA model for Delivery Method 137 5.7 CFA model for Content Quality 138 5.8 Initial CFA model for System Quality 139 5.9 Revised CFA model for System Quality 139 5.10 Initial CFA model for Self-Efficacy 140 5.11 Revised CFA model for Self-Efficacy 140 5.12 CFA model for User Satisfaction 141 5.13 Initial CFA model for Use of E-Learning 142 5.14 Revised CFA model for Use of E-Learning 142 5.15 CFA model for Effectiveness of E-Learning 143 xv

5.16 Full Measurement Model 144 5.17 Figure Revised Full Measurement Model 145 5.18 Full-Fledged Structural Model 150 5.19 Revised Full-Fledged Structural Model 151 5.20 Proposed Research Model 154 5.21 Final Research Model 155 xvi

LIST OF ABBREVIATIONS DU CFA EFA SEM PEU PU DM USE US EEL CQ SQ SE AVE CR RMSEA MLE TLI CFI TAM Discourse Unit Confirmatory Factor Analysis Exploratory Factor Analysis Structural Equation Modeling Perceived Ease of Use Perceived Usefulness Delivery Method Use of E-Learning User Satisfaction Effectiveness of E-Learning Content Quality System Quality Self-Efficacy Average Variance Extracted Composite Reliability Root Mean Square Error of Approximation Maximum Likelihood Estimation Turker-Lewis Index Comparative Fix Index Technology Acceptance Model xvii

CHAPTER ONE INTRODUCTION 1.1 OVERVIEW Advancement in ICT and network technology has prompted education to undergo radical changes in the way that subject matter is delivered to students, information being exchanged between teachers and students and peer students and the way they are communicating with each other when they indulge themselves in the teaching and learning process. The innovative and interactive technology applications have changed the students learning methods (Furio et al., 2015). This has prompted the learners to undergo e-learning (electronic learning). Based on this characteristics, e-learning is defined as an educational intervention mediated electronically through internet (Alberto Vaona, 2018) or a process/method of delivering learning, learning materials, training and education programs to the learners via electronic media (Li et. al, 2009). E-learning caused the passive learning to become active learning across other subjects (De Koning -Veenstra et al., 2014). Besides, it provides an alternative to traditional face-to-face classroom education to the learners and enables them to access the learning materials and any information related to their studies without time or geographical restriction (Al-Samarraie et al., 2016). The network devices are fully utilized in the educational field to optimize the teaching and learning outcomes (Hsu et al., 2013). Besides, the integration of technology into the pedagogy helps the students to engage themselves in meaningful learning and achieve high level effective learning (Su, C.H. et al., 2013). This is due to the facilities that were provided by the internet technology for the students to enhance their knowledge and performance in their education (Leipsing 1

et al., 2006). In addition, Information Technology has offered students with the opportunity to choose and use the e-learning system extensively as a favorite mode of learning (Selim, 2007). As a result of this, the teaching and learning process which previously takes place only in confined classrooms with limited time, place and number of students, has shifted to a more dynamic, interactive and communicative mode. The teaching and learning process takes place at any time and at any place. Moreover, e-learning caters for bigger number of students beyond the restricted number. Since e-learning has become an interactive, attractive and effective way of learning (Paradise, 2008), it is considered as an educational paradigm (Sangra and Vlachopoulus, 2010). E-learning materials are delivered through electronic media such as internet, intranet, extranet, interactive television, video tapes, audio and satellite broadcast CD ROM (Urdan & Weggen, 2000). It uses multimedia technology to integrate and present text, sound, image and video to the learners (Zang at el., 2004). Based on the nature and the characteristics of e-learning, it is often viewed similar to Web Based Learning (WBL), Open Flexible Learning (OFL), Advanced Distributed Learning (ADL), Online Learning (OL) and Wired Learning (WL) (Khan, 2005). The Rapid growth of e-learning particularly in education has dramatically increased and attracted much attention of e-learners and service providers. The growth of e-learning is attributed mainly to its supposed benefits and improved learning capacity even though it has minor issues such as human to human contact. There are various reasons which motivated the use of e-learning in schools at all levels by government and private schools. Firstly, many literatures have shown that e- learning prove to be an effective way of learning in schools especially in developed countries. Secondly, e-learning is introduced to the children in kindergartens. 2

Children at young age were exposed to the use of e-learning in early education. Thirdly, it is introduced to the students in schools and higher learning institutions with synchronous and asynchronous mode of teaching and learning. Fourthly, e-learners are more interested in spending time on self-paced and self-directed learning. Therefore, e-learning has become a generally acceptable option of learning practice in all type of learning institutions. In Oxford dictionary, the word effectiveness is defined as the degree to which something is successful in producing a desired result or achieving success. An effective e-learning system will help learners interact with e-learning system efficiently and learn effectively. At the same time, it also must help them acquire more knowledge, help them retain the acquired knowledge and improve their performance in their education. In short, it should cause positive impact on their learning. In order to achieve this, the e-learning system must play an important role in helping the learners be motivated, become active participants and learn effectively. In relation to this, Clark D. (2002) cited that a well-designed e-learning system can help the e-learners involve themselves with their learning and become active learners. Subsequently, the learners acquire more knowledge and skills better than the traditional teacher-centered method. Besides, this will help them increase their retention rate with e-learning system. Compared to classroom teaching, e-learning was found to be 11% more effective and the learners have shown their great interest in indulging themselves in this type of learning mode because it offers good communication and interaction with learning materials and the teachers (Sitzmann, et al., 2008). In addition, the effect of e-learning on e-learners has been dramatic and lasts for longer period of time. Sixty two percent of e-learning students learning 3

achievements in studies were equal or better when compared to those in teachercentered traditional classes (Allen and Seaman, 2006). It is important to understand the factors which determine the effectiveness of e- learning among e-learners. This is to create a better, appropriate, conducive and effective learning environment to the learners so that they can use the system well and learn effectively. Previous researches have proven that there were many factors that contributed to the effectiveness of e-learning (Pham, Q. & Huynh, M., 2018). This study focuses on the user satisfaction and use of e-learning as immediate antecedents of effectiveness of e-learning and other related factors such as learners perceived usefulness, perceived ease of use, system quality, contents quality, delivery method and self-efficacy. The study is focused on the students from Malaysian secondary schools who use the e-learning system to learn besides classroom learning. 1.2 RESEARCH BACKGROUND The importance of e-learning and the fact that it is in the midst of succeeding traditional learning method are widely acknowledged. This scenario has sparked the need for the implementation of e-learning in learning institution such as higher learning institutions and schools especially in developed and developing countries. Many previous researches on the effectiveness of e-learning have proven that the implementation of e-learning methods in elementary schools to be fruitful and knowledge acquired by the e-learners through e-learning is permanent and effective compared with traditional classroom teaching (Hwang et al., 2015). Due to this, educational institutions have started to focus more on e-learning implementation and strove to make it effective and successful. Accordingly, many researchers have started to explore e-learning and participated in finding the factors 4

which could determine the effectiveness of e-learning. Consequently, this would lead to better implementation of e-learning method in learning institutions, thus facilitating e-learners to learn more effectively. Although the effectiveness of e-learning has been researched over the years, it still remains fragmented and further research need to be conducted as the technology gains advancement in providing better learning facilities using computers, electronic communication and internet. Many scholars have since conducted research on the factors which determine the effectiveness of e-learning among e-learning students in developed countries. The majority of e-learning research in secondary schools are focused on the e- learners intrinsic motivation to learn independently and in conducive learning environments (Roblyer et.al, 2008; Weiner, 2003). Some of the research focused on the e-learners interaction level in e-learning courses and their performance (Herring & Clevenger-Schmertzing, 2007) and few studies attempted to ascertain students performance. A study on e-learning students on technology and isolated learning environment revealed that even though the e-learning students were struggling with the technology and isolated learning environment, they still enjoyed e-learning (Dewstove et al., 2005; Tunison et al., 2001). Another study was also conducted by (Selim, 2007) on the Critical Success Factors (CSFs) of e-learning students perceptions. Their perception on instructor characteristics is the most critical factor in e-learning compared with IT infrastructure and the support from their learning institutions. The student characteristics factor was perceived as the least critical factor for the success of e-learning. A study conducted on elementary students to find the impact of technology on learning effectiveness revealed that technology has medium effect on their learning effectiveness (Sumedha Chauhan, 2016). 5

Besides, Ngai et al., (2007) cited limited empirical examination were conducted on the determinants of e-learners adoption and adaption. Since most of the researches on e-learners were conducted in developed countries, research attention must be given to e-learners in developing countries too (Hasan & Ditsa, 1998). This is important to compare the effectiveness of e-learning in developing countries with developed countries. Subsequently, this would lead to better provision of learning environment to the e-learners in developing countries. In general, most of the previous studies on the IS success models pertaining to e-learning focused on a particular or single model except researchers such as Hassanzadeh (2012) and Hossain Mohammadi (2015) who used TAM and ISS model to find the effectiveness of e-learning. Even then, these studies were conducted in higher learning institutions. In Malaysia, e-learning courses were adopted by most of the higher learning institutions. However, the adoption of e-learning in schools in Malaysia is not wide because the government only implemented e-learning in selected schools at the beginning. At first, e-learning was introduced in smart schools in 1999 and followed by introduction of Learning Management System (LMS) in 120 selected schools. Later, in 2012, Virtual Learning Environment FROG was introduced in 10 000 schools in Malaysia and it is still in use today. Notably, the way e-learning is implemented in Higher Learning Institution is different from the way it is implemented in Malaysian secondary schools in terms of teaching and learning, assignments and evaluation. The e-learners in Higher Learning Institution deploy full e-learning mode. On the other hand, the e-learners in secondary schools, only partially use e-learning system while concurrently undergoing traditional method of teaching and learning with their teachers in the classroom. This means they 6

are undergoing blended learning. The e-learners in the schools need more attention and assistance from their teachers even though they can access the e-learning system, read and download the e-learning materials, answer the given questions or assignments using online system similar to the e-learning students in Higher Learning Institution. The literature review reveals that e-learning research is diversified into many fields and is very complex. Obviously, most of the e-learning researches were conducted in Higher Learning Institutions (universities and colleges) in Malaysia and the emphasis was given to the determinants of e-learning effectiveness. However, not much attention was given to the determinants of e-learning effectiveness in secondary schools in Malaysia (Rohana Abdul Rahman, 2004). Furthermore, very limited studies were conducted on the combined effects of the determinants of e-learning effectiveness among e-learners in secondary schools. This gap has been identified in this study and seeks to address it. In summary, since there was a lack of focus given to the factors which determine the effectiveness of e-learning in Malaysian secondary schools, this study intends to identify the factors and provide suggestions to make e-learning more effective and beneficial to the students. 1.3 PROBLEM STATEMENT E-learning is often referred to as electronic learning. It can be considered as an educational paradigm (Sangra et al., 2010). The e-learning students do not depend on chalk and talk method which is a traditional method. Their teaching and learning activities depend on the electronic devices whereby they access the learning materials by themselves and engage themselves in e-learning with very little assistance from 7