Main Predictors of Attitudes toward the Use of Moodle for Learning Business Administration Courses in an International University Setting Jhon Bueno, Stanislav Kirilov, Edwardson Pedragosa Faculty of Business Administration

Research Problem

Research Questions How statistically significant the attitudes of Business Administration students in Asia- Pacific International University toward the use of Moodle are? Can the attitudes of Business Administration students in Asia-Pacific International University toward Moodle be explained from their perceived usefulness, their perceived ease of use, and/or their levels of computer proficiency?

Literature Review The attitude toward technology is a crucial aspect that influences the adoption of digital technologies (Edison & Geissler, 2003) Rakap (2010) found a significant correlation between computer skills of adult students and the knowledge acquisition in an online education course.

Theoretical Framework The Technology Acceptance Model (Davis, Bagozzi, & Warshaw, 1989).

Related Research Works Hong (2015) found perceived usefulness and perceived ease of use as main predictors of attitudes toward using Moodle. Liu (2013) revealed that students had a good attitude towards using Moodle because they considered that it improved their efficiency and learning skills (performance expectancy) and ease of use (effort expectancy). Ku (2009) link between perceived ease of use and behavioral intention to use WebCT. Pan (2003) found that both perceived ease of use and perceived usefulness were determinants of students’ attitude toward WebCT.

Attitudes toward the use of Moodle Research Model Attitudes toward the use of Moodle Perceived Usefulness Perceived Easy of Use Computer Proficiency H13 H12 H14 H11 Research model. (Hong, 2015)

Data Collection Instrument A cross-sectional methodology was used in the form of a computer-based survey (Hong, 2015).

Data Collection Instrument

Data Analysis Techniques This research study used quantitative research approach. The quantitative data analysis was performed using Minitab version 15. Regression analysis was used to study the individual influence of perceived usefulness, perceived ease of use toward the use of Moodle for learning Business Administration courses at Asia-Pacific International University. One-sample t-test was used as a first step of the analysis to determine whether the middle category answers “somewhat proficient” for Computer Proficiency (in the 5 Likert scale questions) and “somewhat agree” for Attitude (in the 7 Likert scale questions) are significantly closer to the higher or lower category.

Data Analysis Techniques One-sample t-test was used to evaluate whether the student’s computer proficiency mean score was significantly different from the middle category (“Somewhat proficient”). 31% Highly proficient (5) 38% Proficient (4) 21% Somewhat proficient (3) 4% Not proficient (2) 5% I don’t know yet (1) One-Sample Statistics   N Mean Std. Deviation Std. Error Mean COMPROF 86 3.8612 .62412 .06730 One-Sample Test   Test Value = 3.5 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper COMPROF 5.366 85 .000 .36116 .2274 .4950

Data Analysis Techniques One-sample t-test was used to evaluate whether the student’s attitude toward the use of Moodle mean score was significantly different from the middle category (“Somewhat agree”) of Attitudes to Moodle use. 18% Strongly agree (7) 29% Agree (6) Somewhat Agree (5) 14% Can't decide (4) 3% Somewhat Disagree (3) 2% Disagree (2) Strongly Disagree (1) One-Sample Statistics   N Mean Std. Deviation Std. Error Mean ATTITUDE 86 5.2478 1.32392 .14276 One-Sample Test   Test Value = 5.5 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper ATTITUDE -1.767 85 .081 -.25221 -.5361 .0316

Data Analysis Techniques Computer Proficiency means and results

Data Analysis Techniques Perceived Usefulness and Ease of Use means and results

Data Analysis Techniques Attitude toward use of Moodle means and results

Results of the study The regression equation is Attitude = - 1.22 + 0.114 Computer Proficiency + 0.829 Perceived Usefulness + 0.253 Perceived Ease of Using   Predictor Coef SE Coef T P Constant -1.2158 0.5910 -2.06 0.043 Computer Proficiency 0.1137 0.1362 0.83 0.407 Perceived Usefulness 0.82859 0.08315 9.97 0.000 Perceived Ease of Using 0.2531 0.1109 2.28 0.025 S = 0.711863 R-Sq = 72.1% R-Sq(adj) = 71.1%

Results of the study Source DF SS MS F P Regression 3 107.377 35.792 70.63 0.000 Residual Error 82 41.553 0.507 Total 85 148.930   Source DF Seq SS Computer Proficiency 1 9.548 Perceived Usefulness 1 95.189 Perceived Ease of Using 1 2.639

Results of the Study

Results of the Study Analysis of Variance – P-Value being 0.000 there is a significant influence of the independent variables on the specified dependent variable. R-Sq: 72.1% - indicates that in the sample the variables chosen show 72.1% influence on the dependent variable. Comp. Proficiency – does not show significant influence on attitudes. Perceive Usefulness and Perceived Ease of Using significantly influence the attitudes of students. The prediction model show that all variables chosen have a positive influence on the attitudes of students.

Conclusions The mean score of the attitudes of Business Administration students toward the use of Moodle was greater than 4.0 and statistically significant (µ = 5.25). Perceived usefulness and perceived ease of use do statistically significantly positively correlate to the attitudes of Business Administration students toward the use of Moodle for learning their major courses confirming the findings of Hong (2015) and Liu (2013). Computer proficiency does not show a significant influence on their attitudes toward the use of Moodle not support the findings of Rakap (2010).

Recommendations Implementations of newer versions of TAM: TAM 2 incorporates social influence processes (subjective norm, voluntariness, and image) and cognitive instrumental processes (job relevance, output quality, result demonstrability, and perceived ease of use) (Venkatesh, V., Davis, F. D., 2000). The Unified Theory of Acceptance and Use of Technology –UTAUT (Venkatesh et al. 2003) incorporates two new constructs to the group of determinants of the TAM: social influence and facilitating conditions.

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