CHAPTER 4

RESEARCH FINDINGS

4.1 Introduction
This chapter concentrates on the study's data analysis and hypothesis testing. The response rate of the
respondent was gathered initially to organize proper research, followed by the profile of the
respondents' demographic data. The respondents' profiles were compiled applying descriptive
statistics and SPSS software. The validity and reliability tests were used to assess the usefulness of the
measure. Finally, the structural model evaluation was completed, and the summary of hypotheses
testing was performed.

4.2 Survey Return Rate

A total of 297 questionnaires were distributed online to a small selection of UiTM Kota Bharu
students who represented all students, a total of 1380 students from two faculties, namely the Faculty
of Business Management and the Faculty of Science, Computer, and Mathematics. The questionnaire
gathering procedure extended four weeks, beginning in early December 2021 and ending in late
December 2021. As a result, only 202 of the 297 questionnaires could be obtained. However, due to
errors in responding to the questionnaire, 16 of them had to be excluded. As a result, only 186 are
usable and provide a valid response rate of 92%. The response rate was equivalent to those of
numerous local studies that used university students as the research sample. For instance, Kochu
Therisa Karingada & Michael Sony (2021) acquired 80% and Felix Estrella (2021) collected 95% of
the response rate in their studies. The response rate for this study is summarised in Table 4.1.

Table 4.1: Response Rate

Description Number of Samples Percentage

Total Questionnaires Distributed 297 100%

Total Returned Questionnaire 202 68%

Effective Response Rate (usable) 186 92%

Questionnaires Returned (unusable) 16 8%

 CHAPTER 5

CONCLUSION AND RECOMMENDATION

5.1 Conclusion

The purpose of this study was to look at the determinants that affect people's choice to use online
learning amid the Covid-19 outbreak that is sweeping the country. This study included four
independent variables: perceived quality, perceived monetary worth, perceived emotional value, and
perceived social value. As can be seen in Chapter 1, there is a framework for this analysis, the scope,
and limitations of the study as well as the relevance of the study. A theoretical framework is presented
in Chapter 2, and it aims to focus on the progress of prior research and how the current project is
connected to it, as well as to learn from others and develop new ideas. The Technology Acceptance
Model hypothesis was applied in this research (TAM).

Chapter 3 focuses on research methods and probability sampling, which is random sampling used to
choose respondents from the population. A total of 297 students from UiTM Kota Bharu were chosen
at random to be responders. Questionnaires were used to gather primary data. The findings of these
surveys are presented in Chapter 4.

According to the study findings, perceived quality, perceived value for money, perceived emotional
value, and perceived social value all have a strong impact on intention to implement online learning
during Covid-19. According to the findings, the relationship between perceived emotional value and
student intention to accept online learning has the highest value of 0.701 and suggests a strong
relationship based on Cohen's rule of thumb (Cohen, 1981). The perceived emotional value was
simply affecting the intention of students to accept online learning during an outbreak of Covid-19.
Emotional value refers to an online learning platform's ability to create emotions in students such as
delight, pleasure, and excitement (Boonlert Watjatrakul,2020). Indirectly, perceptions of emotional
value have had a positive impact on students ’acceptance of online learning as the country experiences
the spread of Covid-19

Effective learning is the most important goal of any educational institution, whether traditional or
online. Investment in digital infrastructure, development of online teaching platforms and tools,
creation of virtual labs and digital repositories, training for teachers to become high-quality online
content creators, designing and implementing online assessments, and establishing standards for
content, technology, and curricula for online teaching-learning have all been enforced in the New
Education Policy 2020. 2021 (Shikha Rana)

References

Kochu Therisa Karingada and Michael Sony (2021), “Demonstration of the relationship between
MSD and online learning during the COVID-19 pandemic”, Journal of Applied Research in Higher
Education, DOI 10.1108/JARHE-08-2020-0269