1. 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

2. Research Problem

3. 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?

4. 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.

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

6. 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.

7. 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)

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

9. Data Collection Instrument

10. 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.

11. 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

12. 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
.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
-.5361
.0316

13. Data Analysis Techniques
Computer Proficiency means and results

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

15. Data Analysis Techniques
Attitude toward use of Moodle means and results

16. Results of the study The regression equation is
Attitude = Computer Proficiency Perceived Usefulness Perceived Ease of Using
Predictor Coef SE Coef T P
Constant
Computer Proficiency
Perceived Usefulness
Perceived Ease of Using
S = R-Sq = 72.1% R-Sq(adj) = 71.1%

17. Results of the study Source DF SS MS F P
Regression
Residual Error
Total
Source DF Seq SS
Computer Proficiency
Perceived Usefulness
Perceived Ease of Using

18. Results of the Study

19. Results of the Study
Analysis of Variance – P-Value being 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.

20. 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).

21. 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.

22. References
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), Retrieved from
Edison, S. W., & Geissler, G. L. (2003). Measuring attitudes toward general technology: Antecedents, hypotheses and scale development. Journal of Targeting, Measurement and Analysis for Marketing, 12(2), Retrieved from
Hong, C. (2015). Predictors of attitudes toward the use of Moodle for learning English in a blended learning environment in Cambodia (Order No ). Available from ProQuest Dissertations & Theses Global. ( ). Retrieved from
Ku, C. (2009). Extending the technology acceptance model using perceived user resources in higher education web-based online learning courses (Order No ). Available from ProQuest Dissertations & Theses Global. ( ). Retrieved from
Liu, J. (2013). E-learning in English classroom: Investigating factors impacting on ESL (English as second language) college students' acceptance and use of the modular object-oriented dynamic learning environment (Moodle) (Order No ). Available from ProQuest Dissertations & Theses Global. ( ). Retrieved from
Pan, C. (2003). System use of WebCT in the light of the technology acceptance model: A student perspective (Order No ). Available from ProQuest Dissertations & Theses Global. ( ). Retrieved from
Rakap, S. (2010). Impacts of learning styles and computer skills on adult students' learning online. Turkish Online Journal of Educational Technology - TOJET, 9(2), Retrieved from
Venkatesh, V., Davis, F. D. (2000). "A theoretical extension of the technology acceptance model: Four longitudinal field studies", Management Science, 46 (2): 186–204, doi: /mnsc
Venkatesh, V., Morris, M.G., Davis, G.B., Davis, F.D. (2003). "User Acceptance of Information Technology: Toward a Unified View". MIS Quarterly. 27 (3): 425–478. Retrieved from