Satisfaction With an E-Learning System - IEEE Afr J Comp & ICTs

More documents

Recommendations

Info

average time (Benbasat and Dexter 1979), or confidence on the decision made (Taylor, 1975). (g) Organizational Impact According to Delone and Mclean (2003), organizational impact does not have a clear and defined measurement variable. The measures can be grouped into three different areas: studies that use profit, studies that use productivity, and studies that use cost/benefit analysis. From these three areas, studies select one or more measures to operationalize organizational impact. For example, Benbasat and Dexter (1985; 1986) have used profit and profit performance to measure organizational impact. Miller (1987) utilized a costbenefit analysis to study the success of the IS. Edelman (Edelman, 1981) utilizes productivity as his outcome, and an overall organizational effectiveness is the selected outcome for Millman and Hartwick (1987). Delone and Mclean (2003) proposed an updated ISS model and evaluated its usefulness in light of the dramatic changes in IS practice, especially the emergence and consequent explosive growth of webbased applications. Based on prior studies, the ISS model was updated by adding “service quality” measures as a new dimension and by grouping all the “impact” measures into a single impact or benefit construct called “net benefit” (Delone and Mclean, 2003). Thus, the updated model consists of six dimensions: (1) information quality (2) system quality (3) service quality (4) use/intention to use (5) user satisfaction and (6) net benefits. RESEARCH MODEL The research model for the study was based on Delone and Mclean’s (2003) IS success model. The model proposed a number of relationships and connections; such as system quality, information quality, service quality and students’ satisfaction will directly affect intention to use as established in the hypotheses below: H1: There is no significant relationship between system quality of the e-learning system and students’ intention to use it. H2: There is no significant relationship between information quality of the e-learning system and students’ intention to use it. H3: There is no significant relationship between service quality of the e-learning system and students’ intention to use it. That is the performance of system and information quality determines the students’ intention to use (Guimaraes, Armstrong and Jones2009; Swaid and Wigand 2009). While service quality differs in the way users measures it Aladwani, (2002). Thus the model indicates that system, information, service and students’ satisfaction ought to affect students’ intention to use. In addition, system quality, information quality and service quality were also proposed to affect students’ satisfaction. Fitzgerald & Russo, (2005), found that improved system quality was positively related to subsequent system use. Since system quality of e- learning directly affects students’ satisfaction, also it is naturally expected that the outcome of a good system lies in the quality of information output of that system (Mc Gill et al., 2003). Service quality also has to meet users’ expectations by ensuring the ease of information flow. It becomes imperative to assess the relationship of the constructs with students’ satisfaction and this brought about the next three hypotheses. H5: There is no significant relationship between system quality of the e-learning system and students’ satisfaction. H6: There is no significant relationship between information quality of the e-learning system and students’ satisfaction. H7: There is no significant relationship between service quality of the e-learning system and students’ satisfaction. Thus, the research model assumed that there would be correlation between system quality, information quality and service quality with students’ satisfaction Finally, students’ satisfaction was assumed to directly affect the use of e-learning. The impact of a system on users can only be measured based on its usage. Quality of the system notwithstanding, if a system has poor patronage, its perception in term of usefulness and efficiency will be judged poor by users. Therefore the last hypothesis was stated thus: H8: There is no significant relationship between students’ satisfaction with the e-learning system and its use. H4: There is no significant relationship between students’ satisfaction with the e-learning system and intention to use it. 132
Afr J Comp & ICTs – Special Issue on ICTs in the African Environment Vol. 5. No. 4 Issue 2 ISSN- 2006-1781 METHODOLOGY Research Design Survey research design was adopted owing to its suitability for collecting information about behaviors, attitudes, feelings, perceptions and beliefs of people (Aina and Ajiferuke, 2002). The study population comprised both undergraduate and postgraduate students in the two campuses of NOUN in Lagos State namely Ikeja, and Apapa. Disproportionate stratified random sampling was used to select five hundred (500) students at both undergraduate and postgraduate levels from the two campuses. The student population was stratified based on their number in a particular level and campus. This was done using the formula: NS/TNS x 100 Where: NS = Number of students in each level in a campus TNS = Total number of students at all levels in both campuses Thus the overall sample size was 500 comprising 486 undergraduates and 14 postgraduates. Instrumentation, Data collection and Analyses A structured questionnaire was used for data collection. It contained close ended questions that were divided into three sections namely: Section A: was designed to collect demographic data about the respondents, Section B: Aimed at identifying the available e- learning facilities at the National Open University of Nigeria that influence user satisfaction, Section C: aimed at eliciting data on the e-learning system at National Open University of Nigeria using service quality, system quality and information quality as parameters. The questionnaire was subjected to scrutiny by four information system researchers. Their suggestions were used to improve its quality. Cronbach Alpha was used to determine the reliability of the constructs in the instrument. The reliability coefficients of the constructs were as presented in Table 2. Table 1: Reliability Statistics Variables Cronbach’s Alpha Number Of Items System Quality 0.758 6 Information Quality 0.752 6 Service Quality 0.717 4 User Satisfaction 0.748 5 Use of e-learning 0.765 9 Intention to use 0.712 2 Satisfaction, α = 0.748), (Use of e-learning, α = 0.765) and (Intention to use, α = 0.712). Since the values were above 0.5, it shows that the data set has a good reliable scale hence; the instrument was sufficiently reliable to be used for data collection. In administering the questionnaire, the researchers sought permission from the Registrar of NOUN to elicit data from the students. Subsequently, copies of the questionnaire were administered by with the researchers with two research assistants. A total of 500 copies of the questionnaire were administered but 80% of them retrieved. All the copies administered to postgraduate students in the two campuses were all returned while 83.65% and 71.43% of those administered to undergraduate students in Ikeja and Apapa campuses were returned respectively. The distribution of the respondents who took part in the survey was as follows: about (53%) and (47%) of respondents constituted “females and males” in the samples respectively and (50%) of the respondents had “bachelor’s degree”, while (30%) had HND as their highest qualification. The respondents with Ordinary National Diploma (OND) were (18%), while only (2%) had “master’s degrees”. In terms of their age, the age group 50years” were (7%). The level of study of the respondents were in the following descending order; undergraduate (50%), postgraduate (31%) while “Masters and M.phil” are (4.5%) and (1%). Collected data were coded and analyzed using Statistical Package Software for Social Sciences (SPSS) software. Both descriptive and inferential statistics were used for analyses. Frequency and percentage distribution were used for descriptive statistics while regression tests were performed to test the hypotheses. RESULTS TEST OF HYPOTHESES This section presents the results for the test of hypotheses. Table 2 presents the results of the analysis of the independent variables; system quality, information quality, service quality, user satisfaction and dependent variable; intention to use e-learning. Table 1 shows the Cronbach’s Alpha for the variables with values: (System Quality, α = 0.758), (Information Quality, α = 0.752), (Service Quality, α = 0.717), (User 133 Table 2: Effects of System, Information, Service Qualities, and User Satisfaction on Students Intention to Use E-learning
Page 1 and 2: Afr J Comp & ICTs - Special Issue o
Page 5: Afr J Comp & ICTs - Special Issue o

Satisfaction With an E-Learning System - IEEE Afr J Comp & ICTs

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?