International Journal of Management Studies and Social Science Research

The Relationship Between the Readiness and Acceptance of Technology with the Effectiveness
of Online Learning Among the Undergraduates of Sultan Idris Education University

Hanna Amierah Arsat1

1 Faculty of Management and Economics, Sultan Idris Education University, Malaysia

DOI: https://doi.org/10.56293/IJMSSSR.2024.4810

IJMSSSR 2024
VOLUME 6
ISSUE 1 JANUARY - FEBRUARY ISSN: 2582 - 0265
Abstract: This study aimed to examines the relationship between the readiness and acceptance of technology with
the effectiveness of online learning among undergraduates of Sultan Idris Education University (UPSI). The
conceptual framework of this study was constructed by referring to the Technology Readiness Index model with
Technology Acceptance Model. This study adopted quantitative research through study design correlation. The
selection of the study sample was carried out by simple random sampling involving 393 undergraduates at UPSI.
Data collection was done by using a questionnaire that contained construct technology readiness and acceptance to
use online learning methods towards the effectiveness of online learning. Descriptive statistics, Pearson correlation
test, and linear regression were used in the analysis of the study data. The results showed that the levels of readiness
and acceptance of technology with the effectiveness of online learning were moderate. The findings of the study
also revealed that there was a significant relationship between optimism perception (β = .59, p <.05), discomfort
perception (β = .219, p <.59), usefulness perception (β = .329, p <.05) and ease of use perceptions (β = .158, p
<.05) towards the effectiveness of online learning. In conclusion, optimistic perception, discomfort perception,
usefulness perception, and ease of use perception affect the effectiveness of online learning among undergraduates
of Sultan Idris Education University, Tanjung Malim, Perak. Implications from this study, e-learning policymakers,
the Ministry of Higher Education Malaysia (KPTM), and administrators of IPTA and IPTS can utilize students'
views on the aspects studied and make the information a useful tool in further improving the effectiveness of online
learning in Malaysia.

Keywords: Readiness, Acceptance, Online learning

1. Introduction

The use of technology in learning is one of the skills learned in the 21st century that must be mastered by students
and lecturers. This is because the Malaysian Higher Education Development Plan (PPMPMT) 2015-2025
emphasizes the use of information technology and transformation in delivery during the teaching and learning
process. For example, 21st-century learning is beginning to be used at all levels of learning, especially at the higher
education level (Zulkifli, Hamzah & Abdul Razak, 2020). Online learning can also make students more informed in
addition to allowing students the opportunity to have and improve skills throughout their lives (Zakaria et. al., 2020).

However, the use of online learning has not yet been fully adopted. This is because, there are various constraints
whether from the institution, school, lecturers, students, and parents. For example, the lack of the latest technology
tools in the learning area and unsatisfactory internet access. In addition, the method is not fully practiced because
technological equipment such as projectors, educational television (TV), and tablets are very limited (Abdul Ghani
et. al., 2019). Therefore, conventional learning is used to deliver the learning and facilitation process (PdPc)
(Subramaniam & Mohd Hamzah, 2020).

Teaching and learning from home because of the COVID-19 pandemic not only disrupts the daily affairs of parents
but also affects the life and learning of students. Furthermore, this new norm is still at an early stage and educators
should find and diversify their learning methods to ensure that the teaching and learning process continues even if
it is entirely online (Harahap, 2019). This is to ensure that teaching and learning continue even if educators and

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 International Journal of Management Studies and Social Science Research

students do not have to attend class to ensure that teaching and learning are not delayed and students are not left
behind in their learning (Dennon, 2020). Therefore:

1. What is the level of technology readiness of students with the effectiveness of online learning during the COVID-
19 pandemic?
2. What is the level of student acceptance of technology with the effectiveness of online learning during the COVID-
19 pandemic?
3. Is there a relationship between student readiness and the effectiveness of online learning?
4. Is there a relationship between student acceptance and the effectiveness of online learning?

2. Literature Review

Online learning is also known as e-Learning, distance learning, web-based learning, and virtual learning. There are
various definitions of online learning being talked about. Among the definitions of online learning is the
improvement of knowledge and skills through learning applications that are communicated, active, supported and
managed using technology (Foxwell, 2021; Morrison, 2003). In addition, another definition of online learning is
teaching and learning that uses information and communication technology to facilitate the processing of teaching
and learning content (Ministry of Higher Education Malaysia, 2015). Online learning is different from face-to-face
learning and there are two main differences which are the learning approach used and the method it is implemented
(Choe et. al, 2019). Online learning can be done widely regardless of where students and educators are, with no
limitations and no limited time required (Janelli, 2018). For example, teaching and learning is done online without
the need for students and lecturers to meet face to face and teaching and learning can be done outside specific
hours.

This study use model from Parasuraman (2000), The Technology Readiness Index (TRI). TRI is defined as an
individual's willingness to adapt and use technology in daily activities and the learning process (Parasuraman &
Colby, 2015). TRI also looks at the attitudes of individuals toward technology and focuses more on acceptance and
use than technological efficiency (Pradhan et. al., 2018). TRI consist four constructs namely optimism, innovation,
perception of discomfort, and perception of insecurity in measuring the acceptance and use of technology
(Parasuraman, 2000). This study also Technology Acceptance Model (TAM) by Davis (1989). This model applies
the relationship of beliefs, attitudes, intentions, and behavior to model user acceptance of technology. TAM is used
to explain the use of technology, especially information systems, which states that the actual use of computer-based
systems is determined by the user's attitude (Davis, 1989). In addition, ease of use will affect the ease of use where
these two constructs mutually influence user behavior in using technology and lead to effectiveness in behavior
(Davis, 1989).

The success or failure online learning method is based on the level of readiness and acceptance of the students
towards this method. This is because the interaction between lecturers and students in the learning process happen
based on available technology and non-face-to-face (Selvanathan et.al., 2020). This will certainly affect learning
outcomes if planning is not done carefully and there is no participation from students to implement the teaching
and learning process through online (Rodríguez Lera et al., 2021). Based on a study conducted by Pangayan et. al.
(2021), a study conducted on 226 students at University Malaysia Sabah (UMS) found that online learning is
beneficial to the development of their knowledge. In addition, online learning is also said to be effective as an aid
in teaching and learning. This is because, online learning can help students to learn independently and is more
flexible because various collaborative activities can be done during the teaching and learning process (Lee et. al.,
2021).

This study is examine the relationship between the readiness and acceptance of technology with the effectiveness
of online learning among undergraduates of Sultan Idris Education University. Figure 1 depicts the research model
as per the findings of this analysis.

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 International Journal of Management Studies and Social Science Research

Readiness Acceptance

Optimism Online Learning Perceived

Effectiveness Usefulness

Discomfort Perceived Ease

of Use

Figure 1. Research Model

3. Research Method

This study was carried out to examine the relationship between the readiness and acceptance of technology with the
effectiveness of online learning during the COVID-19 pandemic. Accordingly, this study uses quantitative data
analysis methods to identify and conduct an analysis of the relationship between elements that have a relationship
with the effectiveness of online learning among undergraduate students at UPSI. The design of this study uses a
survey method using a questionnaire.

The population in this study is undergraduate students at University Pendidikan Sultan Idris (UPSI). This population
was chosen because the maturity level of undergraduates is more mature than primary and secondary school
students. This is so because, in a study conducted by Lake and Boyd (2015), the maturity level of students is at the
age of 20 to 23 years.

The location of this study was chosen because UPSI is a superior educational university in Malaysia where UPSI has
been certified as the best educational university based on its achievements in receiving international recognition
when it was crowned as occupying The Wold University Ranking by Subject Education in the 151st position in the
world in 2023 (Malaysia Gazette, 2022). UPSI is also ranked 801st in the recent QS World University 2022/2023
and 182nd in QS Asia University. In addition, there is a system called MyGuru where this system is very beneficial
to students in dealing with online learning.

Since this population is large, certain sampling techniques are used to collect data. In this study, the researcher chose
non-random sampling which is Convenience Sampling. This is because time and resources are limited. This
technique also allows researchers to obtain data quickly and easily because participants are easily available (Stratton,
2021).

The Pilot study was conducted on 30 undergraduate students at UPSI. The selection of 30 respondents to conduct
a pilot study is sufficient to obtain normal data (Othman, 2015).

4. Result

Descriptive Statistic

The researcher will use the mean score to answer the research question. The variable that will be analyzed is students'
readiness to use technology which includes the perception of optimism and the perception of discomfort. These
descriptive statistics consist of mean, standard deviation, and level which are obtained from Table 1 as follows:

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 International Journal of Management Studies and Social Science Research

Table 1 Descriptive Statistic Results

Variables Mean Std. Deviation

Level of student’s acceptance to use of technology 3.94 .37

Level of perception usefulness 3.87 .64

Level of perception ease of use 4.04 .57

Level of the effectiveness of online learning 3.91 .67

Multicollinearity Test

Next, the researcher used the Tolerance value and the Variance Inflation Factor (VIF) to detect the existence of
multicollinearity in the study data. According to George and Mallery (2019), a tolerance value close to zero indicates
that the study data has a multicollinearity problem. Pallant (2016) also stated that if the tolerance value is less than
0.10, it shows that the correlation between the variables is high and further contributes to the problem of
multicollinearity. A VIF value that exceeds 10 indicates that the study data has a multicollinearity problem.
Therefore, the tolerance value should exceed 0.10 and the VIF value should be less than 10 to avoid multicollinearity
problems.

Table 2 shows that the tolerance value is above 0.10 and the VIF value is less than 10. Therefore, the study variables
do not have multicollinearity problems.

Table 2 Multicollinearity Test

Variables Collinearity Statistics

Tolerance VIF

(constant)
Optimism .626 1.598
Discomfort .739 1.353

Perceived Usefulness .559 1.789

Perceived Ease of Use .552 1.811

a. Dependent variable = Effectiveness of online learning

Correlation

From the Table 3 below it can be seen the positive value of the relationship between optimistic perception to the
effectiveness of online learning which is 0.477. Next, the positive value of the relationship between the perception
of discomfort and the effectiveness of online learning is 0.456. Meanwhile, the relationship between perceived
usefulness and the effectiveness of online learning is positive which is 0.572. Lastly, the relationship between the
perceived ease of use and the effectiveness of online learning is also positive which is 0.590.

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 International Journal of Management Studies and Social Science Research

Table 3 Correlation Test Results

Level Online Learning Effectiveness

Pearson Optimistic Coefficient 1.00 .477**
correlation Perception Sig. (2-way) . .00
N 357 357
Online Learning Coefficient .477** 1.00
Effectiveness Sig. (2-way) .00 .
N 357 357

Pearson Discomfort Coefficient 1.00 .456**

correlation Perception Sig. (2-way) . .00
N 357 357

Online Learning Coefficient .456** 1.00

Effectiveness Sig. (2-way) .00 .
N 357 357
Pearson Perceived Usefulness Coefficient 1.00 .572**
correlation Sig. (2-way) . .00
N 357 357
Online Learning Coefficient .572** 1.00
Effectiveness Sig. (2-way) .00 .
N 357 357
Pearson Perceived Ease of Coefficient 1.00 .590**
correlation Use Sig. (2-way) . .00
N 357 357
Online Learning Coefficient .590** 1.00
Effectiveness Sig. (2-way) .00 .
N 357 357
**Correlation is significant at the 0.01 level (2 decimal points)

Coefficient of Determination (R2)

Table 4 below shows that perception of optimism, the perception of discomfort, perceived of usefulness and
perceived ease of use contribute to the effectiveness of online learning. Therefore, the optimistic perception, the
perception of discomfort, the perception of usefulness and the perception of ease of use are factors that affect the
effectiveness of online learning among undergraduate students at UPSI.

Table 4 Model Summary

Model R R2 R2 Adjusted Std. An Error of the

Estimate
1 .681a .464 .458 .49761
2 .674b .455 .450 .50115
3 .656c .431 .427 .51133
4 .590d .348 .346 .54638

a. Predictors: (Constant), Optimistic Perception, Discomfort Perception, Perceived Usefulness, Perceived Ease
of Use
b. Dependent Variables: Online Learning Effectiveness

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 International Journal of Management Studies and Social Science Research

ANOVA

Table 5 shows that ANOVA results in regression analysis. Based on Regression Model 4, the independent variable
is the perception of optimism, perception of discomfort, perception of usefulness and perception of ease of use are
factors that significantly affect the effectiveness of online learning [F (4, 352) = 76.139, P < .05]. The ANOVA test
results also show that all four multiple regression models resulting from the independent variable and the dependent
variable are significant.

Table 5 ANOVA

Model Unstandardized Standardized t Sig.

Coefficients Coefficients
B Std. Error Beta

1 (Constant) 1.132 .204 5.541 .000

PM .688 .050 .590 13.768 .000
2 (Constant) .655 .202 3.239 .001
PM .457 .057 .392 8.043 .000
PKG .365 .051 .349 7.166 .000
3 (Constant) .101 .243 .416 .678
PM .366 .060 .314 6.081 .000
PKG .342 .050 .328 6.817 .000
PKT .249 .063 .180 3.941 .000
4 (Constant) -.329 .298 -1.102 .271
PM .334 .061 .286 5.452 .000
PKG .288 .055 .276 5.281 .000
PKT .242 .063 .175 3.845 .000
PO .182 .074 .121 2.457 .015
a. Dependent Variable = Effectiveness of online learning
b. PM = Ease of Use Perception, PKG = Usefulness Perception, PKT = Discomfort Perception, PO = Optimistic
Perception

Overall, the results of data analysis show that the perception of ease of use (β = .286, p < .05), perception of
usefulness (β = .276, p < .05), perception of discomfort (β = .175, p < .05) and optimistic perception (β = .121, p
< .05) is a factor that affects the effectiveness of online learning significantly among students. Therefore, the
alternative hypothesis that was tested was supported and reported that the four variables accounted for 46.4 percent
(r = .681) of the change in variance in the effectiveness of online learning [F (4, 352) = 76.139, p <. 05] and form a
multiple regression equation as follows:

Y = -0.329 (Constant) + 0.334 (PM) + 0.288 (PKG) + 0.242 (PKT) +0.182 (PO)

Guidance:
Y = Effectiveness of online learning
Constant = -329
PM = Perceived Ease of Use
PKG = Perceived Usefulness
PKT = Discomfort Perception
PO = Optimistic Perception

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5. Discussion

Importance to the Education Sector and Ministry of Higher Education Malaysia (KPTM)

The main method in expanding access to education and improving the quality of teaching and learning while making
learning adaptable to the needs of students is to use one of the latest teaching methods, which is online learning
(KPTM, 2015). With this study, it can benefit KPTM as the responsible party in planning education programs so
that elements that can be improved can be identified and improved in the curriculum. This study can also benefit
the ninth leap which is global-level online learning in the Malaysian Education Development Plan (PPM PT) 2015
- 2025 by following per under the principle that ICT-supported learning has a very wide transformation, an
integrated learning model integrates the best ICT-supported learning and online learning as the main catalyst for
another surge (Ministry of Higher Education, 2015).

Importance to Policymakers e - National Learning (DePAN)

With this study, the National e-Learning policymakers can improve and upgrade the e-learning policy to the latest
and in line with the changes in information and communication technology that occur in the era of the COVID-19
pandemic.

Importance to University Management and Administration

This study also aims to help university management and administrators to improve the existing system to a better
one so that students are more motivated to continue learning online at home during the COVID-19 pandemic.
Through this study, the administrators and management of the university can use the results of the study to make
improvements to the issue of the effectiveness of online learning in addition to being able to find out the level of
readiness of students in using online learning methods. If this matter can be improved well, it can have a positive
impact on the university, such as increased productivity, reduced student absenteeism during online learning and
students will be more motivated to follow online learning (Abd Razak & Mohd Rusli, 2022).

Importance to Students

This study is also seen to give importance to students to be more prepared to face changes in the world of education.
This is so because, Adlina, Mohamed Khairi, and Mohd Asri (2020) stated that technology in education is developing
and advancing rapidly with the flow of time, therefore students need to be prepared to face the following changes,
especially in teaching and learning.

In addition, this study can also be used as a reference for students to practice online learning methods in their
learning so that students' technology skills can be improved and increase students’ knowledge of the latest
technology. Furthermore, the use of technology in learning can also have a positive impact on the relationship
between teachers and students. This is because interesting content, pedagogy, and teaching design can improve the
learning process and quality in addition to having a good impact on the education system according to the latest
technological era.

6. CONCLUSION

Based on this study, it can be concluded that the variable factors of optimistic perception, perception of discomfort,
perception of usefulness, and perception of ease of use affect the effectiveness of online learning. Therefore, it is
appropriate for e-learning policymakers to consider the factors of optimistic perception, discomfort perception,
usability perception, and easy-to-use perception in the planning and implementation of e-learning policy in the
education sector.

In addition, the Malaysian Ministry of Higher Education (KPTM), especially those related to programs and training,
need to act to provide programs and training for students to improve their skills and knowledge regarding the use
of technology in addition to providing sufficient infrastructure for students to undergo online learning methods.
This is to ensure that students do not fall behind in technological progress and are ready to face changes in learning
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 International Journal of Management Studies and Social Science Research

methods, in addition to all students moving in line with the current of information technology development and
making this method a practice.

Finally, it is hoped that this study can contribute meaningful knowledge to all readers and parties involved.
Suggestions for further research have also been discussed so that future researchers can further develop this
knowledge. In conclusion, this study can also be used as a reference source and source of information for those
who will expand their knowledge in this field in the future.

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