i

DETERMINANTS OF BEHAVIORAL INTENTION TO USE ONLINE LEARNING

PLATFORM AMONG SENIOR HIGH STUDENT IN RAMON MAGSAYSAY

MEMORIAL COLLEGES

BUSINESS RESEARCH PAPER

PRESENTED TO

THE FACULTY OF THE COLLEGE OF BUSINESS EDUCATION

RAMON MAGSAYSAY MEMORIAL COLLEGES

GENERAL SANTOS CITY

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

IN BUSINESS RESEARCH

(BMR)

BY:

RHEA M. MILAR

2024
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RAMON MAGSAYSAY MEMORIAL COLLEGES

COLLEGE OF BUSINESS EDUCATION
BUSINESS ADMINISTRATION PROGRAM
Pioneer Avenue, General Santos City

APPROVAL SHEET

This Feasibility Study entitled “DETERMINANTS OF BEHAVIORAL

INTENTION TO USE ONLINE LEARNING PLATFORM AMONG SENIOR HIGH
STUDENT IN RAMON MAGSAYSAY MEMORIAL COLLEGES” has been
prepared and submitted by, RHEA M. MILAR, in partial fulfillment of the
requirements in Business Marketing Research (BMR) for the degree of
BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION (BSBA) has been
examined and is recommended for acceptance and approval.

ARVIN T. GALIGAO, MBM

Research Adviser

PANEL OF EXAMINERS

MARIVIC B. PEÑAFLOR , CPA, PhD.

Panel Chairperson

GINA G. RAPATAN, PhD. YASMIN Y. CADIZ, MBA

Panel Member Panel Member

Accepted and Approved on June 2024 in partial fulfillment of the Requirements

in Business Research (BMR) for the degree of (BACHELOR OF SCIENCE IN
BUSINESS ADMINISTRATION (BSBA).

MARIVIC B. PEÑAFLOR, CPA, PhD.

Dean, College of Business Education
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i

DEDICATION

I will always be grateful to God, the source of all wisdom and knowledge,

for the opportunity, intelligence, and curiosity that have been bestowed upon me.

Your kindness has encouraged me to study more, which has enabled me to look

deeper into my chosen field of interest and discover other perspectives.

To my parents, who served as both my first professors and role models, I

would like to thank you for your unending encouragement, sacrifices, and faith in

my skills. My dedication and determination have been motivated by your

unwavering support, nurturing of my aspirations, and unshakable belief in my

potential. This study is devoted to you as a tribute to your support, wisdom, and

unwavering love.

I'd like to express my gratitude to my instructors, mentors, and academic

advisers for sharing their research enthusiasm, knowledge, and skills. Your

understanding, advice, and helpful criticism helped me to refine my studies and

push myself to new limits. In ways that words can't properly explain, you have

enhanced my trip, extended my viewpoint, and deepened my understanding.

This dedication is a thank-you for your guidance and steadfast support.

I would like to express my gratitude to my friends, family, and other loved

ones for their continuous support, inspiration, and confidence in me.

RHEA M. MILAR
Researcher
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v

ACKNOWLEGEMENT

The following people and institutions deserve my deepest gratitude for

helping to make this feasibility study a success: to my family for their constant

support and financial assistance during my study, which helped me conduct

experiments, gather data, and share results, even when feeling discouraged.

I would like to express my deepest gratitude to my adviser, Sir Arvin T.

Galigao, MBM, for his unwavering support, guidance, and invaluable insights

throughout the course of this project. His expertise and dedication have been

instrumental in shaping the direction and quality of this work. Thank you for

believing in my potential and for your encouragement every step of the way.To

the panelists, Ma’am Gina G. Rapatan, Ph.D., and Ma’am Yasmin Y. Cadiz, who

helped the study be finished in its finest possible shape with the aid of their

comments and recommendations:

To my friends, Select, SK Fam, and fellow researchers for their support

and companionship during my study, for their unwavering friendship, and for

providing constant support, laughter, and encouragement throughout this

journey.

Finally, I want to thank everyone else who contributed to my feasibility

study, highlighting the significant impact of your contributions on the study's

outcome.

The Researcher
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TABLE OF CONTENTS

Description Page

TITLE PAGE i

APPROVAL SHEET ii

DEDICATION iii

ACKNOWLEDGEMENT iv

TABLE OF CONTENTS v

LIST OF FIGURES vi

LIST OF TABLES ix

ABSTRACT x

CHAPTER I: INTRODUCTION 1

Background of the Study 1

Theoretical Framework 4

Conceptual Framework 6

Statement of the Problem 9

Hypotheses 10

Scope and Limitation 10

Significance of the Study 11

Definition of Terms 12

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES 14

Review of Related Literature 14

Review of Related Studies 19

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CHAPTER III: RESEARCH METHODOLOGY 24

Research Design 24

Research Locale 25

Respondents of the Study 25

Research Instrument 25

Data Gathering Procedure 26

Sampling Technique 26

Statistical Treatment 28

CHAPTER IV: PRESENTATION, ANALYSIS AND INTERPRETATION 33

OF DATA

Descriptive Analysis 33

Regression Analysis 43

Multiple Regression Analysis Assumptions 44

Collinearity Test 44

Normality Test 44

Homoscedasticity Test 45

On the Sufficient Number of Observations 46

Multiple Regression Analysis Result 47

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSIONS, AND 49

RECOMMENDATIONS

Summary of Findings 49

Conclusions 51
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Recommendations 52

REFERENCES 54

APPENDICES 62

Appendix A: Letter to Respondents 63

Appendix B: Letter of Validation 64

Appendix C: Validation Rating Sheet 67

Appendix D: Survey Questionnaire 69

Appendix E: Certification from Grammarian 72

Appendix F: Certification from Statistician 73

CURRICULUM VITAE 74
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LIST OF FIGURES

Figures Description Page

1 E- Learning Quality Model

2 Self- Service Quality Model

3 Conceptual Framework 8

4 Scatterplot

46
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LIST OF TABLES

Tables Description Page

1 Determination of Population Sample Size 27

2 Sampling Frame 28

3 The Level of Determinants of Behavioral 30

Intention to Use Rating Scale

4 The Level of Intention to Use Rating Scale 31

5 Research Matrix for Statistical Treatment 32

6 Level of Determinants of Assurance 33

7 Level of Determinants of Empathy 35

8 Level of Determinants of Responsiveness 37

9 Level of Determinants of Reliability 38

10 Level of Determinants of LMS Content

40

11 Level of Determinants of Intention to Use 42

12 Coefficients

44

13 Collinearity Diagnostics 44

14 Tests of Normality

45

15 Model Summary 47

16 ANOVA

47
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ABSTRACT

This study investigates the determinants of behavioral intention to use

online learning platforms among senior high students at Ramon Magsaysay

Memorial Colleges, aiming to address the challenges faced by students in

adopting online learning technologies. Specifically, the study seeks to identify key

factors that influence students' intentions and to enhance the strategies for

promoting effective use of online learning platforms. Employing a descriptive-

correlational research design with regression analysis, the research was

conducted in Ramon Magsaysay Memorial Colleges- Annex with senior high

students as respondents. A sample size of 259 students was determined through

Slovin’s formula and selected via stratified sampling. Data collection was carried

out using a self-designed survey questionnaire, and the data were analyzed

using statistical techniques such as weighted mean and multiple regression

analysis through the stepwise method.

Results show that while the online learning platforms employ a number of

predictors to promote student engagement in Assurance, Empathy,

Responsiveness, Reliability, and LMS Content, these factors may not be

sufficient to motivate students to use the platforms on their own. The unexplained

variation, however, draws attention to the complexity of student engagement and

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indicates the need for additional research into potential relationships between

other elements and student characteristics, outside support networks, or intrinsic

motivation. A better understanding of these extra variables may result in more

ways that improve the all-around efficacy and allure of online learning

environments. By pinpointing certain factors that influence students' behavioral

intentions, providing context for online learning, and making useful

recommendations for educators and policymakers, this study adds to the body of

knowledge already in existence. While the predictors' low explanatory power

indicates that more research is necessary, this study establishes a framework for

future studies and emphasizes the significance of improving online learning

tactics to better suit the requirements and preferences of students.

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Keywords: Assurance, Empathy, Responsiveness, Reliability, LMS Content,

Theory of E-Learning Quality Model, Self- Service Model.
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CHAPTER I

INTRODUCTION

This chapter includes and presents the background of the study,

statement of the problem, hypotheses of the study, the significance of the study,

scope and limitations of the study, and the definition of terms.

Background of the Study

The rapid expansion of the Internet has accelerated changes in education,

with a notable rise in online learning. The COVID-19 pandemic has greatly

restricted in-person classroom teaching, prompting a significant shift to online

education as a crucial adjunct to traditional methods. (Butnaru, et al. 2021). It has

become increasingly common for students to disengage from online courses,

(Runtian, Z. 2020) largely due to the geographical and temporal separation

between instructors and learners. This disconnection often results in feelings of

isolation and frustration when students encounter difficulties without real-time

support from peers or teachers.(Mrhar, et al. 2020-2021).

In order to identify students who will be satisfied with online courses, this

study looks at how online learning platforms affect students' pleasure in relation

to their background and past experiences with these platforms. This study uses

online platforms to investigate students' academic achievements. It applies

Bloom theory to measure students' accomplishments through four main

components: understanding, remembering, applying, and analyzing. The results

of this study could have a significant influence on the creation of online courses.

Additionally, as a variety of businesses provide online training programs and

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solutions, this research could affect other educational institutions in addition to

academic online courses.Researchers and educators can utilize and build upon

the initial model developed in this study concerning the impact of online platforms

on both student well-being and academic performance. The advantages of online

education and its various uses have been explored in related academic works.

(Abuhassna et al., 2020).

Despite the increasing prevalence of online platforms, there remains a

shortage of users, presenting a significant challenge.(Abuhassna et al.

2018).Thus, the research challenge lies in crafting a model capable of discerning

significant evidence drawn from students' backgrounds, experiences, and

interactions within online learning settings, all of which impact their academic

achievements and well-being.

As face-to-face learning approaches its conclusion in the Philippines

following the epidemic, this research aimed to investigate the determinants

influencing students' intentions to engage with online learning methods. Utilizing

online survey tools such as Google Forms, 500 students from various colleges

across the Philippines participated, responding to a tailored questionnaire

comprising 42 items. Structural equation modeling was employed in this study.

(SEM), by incorporating variables like affective latent variables, attitude towards

behavior, autonomy, relatedness, competency, expectation, confirmation,

satisfaction, and behavioral intention, the research unveiled that students'

inclination towards online learning is predominantly influenced by their attitude

towards behavior. This is trailed by the impacts of expectation and confirmation,

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satisfaction and behavioral intention, competence and behavioral intention,

affective variable and satisfaction, as well as the affective variable and

satisfaction. (Ong et. al 2023).

According to Herven Allado, DepEd Gensan's senior program specialist

for the SMN section, has consistently gained public support and has significantly

contributed to educational funding, securing more than 60 million pesos annually

for 116 schools in General Santos City since its launch in 2018. Notably, at the

height of the COVID-19 pandemic, the system produced approximately P178

million in total assistance for the 2020-2021 school year. Allado described it as

the region's first web-based platform, ready to promote effective and efficient

partnership engagement with prospective stakeholders willing to aid schools. The

SNDS also wants to change the Division's traditional cooperation approach. It

also works to promote DepEd's core values while nurturing a culture of effective

collaboration.

The researcher purposefully chose this study to address concerns and

knowledge gaps that this study has identified, specifically with regards to the

intention to use online learning platform of senior high students, especially in

terms of assurance, empathy, responsiveness, reliability, LMS content that

influence their decision to use online learning platform. Thus, the purpose of the

researcher is to find out the behavioral intention to use online learning platform

among senior high students.

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Theoretical Framework

This study is anchored to two (2) theory – The Theory of E-Learning

Quality Model (G. J. Udo et al. 2010), (D.Octabriyantiningtyas et al. 2019), (Kirs

et al. 2011). And ServQual Model,(Li et al. 2008), (Uppal, et al 2017), (Sohail, et

al. 2021). Utilized as ground to support the theory of this study and serves as

guide in evaluating the research problem and questions.

E-Learning Quality Model

The adopted eLQ Model refers to the concept of e-service quality to

assess services using the internet. (G. J. Udo, K. K. Bagchi, 2010). E-service

quality concentrates on the quality of services provided through the web,

considering dimensions such as customers' expectations, aspirations, and

perceptions during operational processes. It also involves analyzing customer

satisfaction within an electronic business setting.(D.Octabriyantiningtyas and E.

Suryani 2019). The eLQ model introduced a framework for evaluating e-service

quality and integrated this concept into the assessment of e-learning quality by

incorporating it into the e-learning quality model. (J. Udo, K. K. Bagchi, and P. J.

Kirs 2011).
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Figure 1. E- Learning Quality Model Source JoltmC (2021)

Self Service Quality Model

To measure the gap between customer experience and expectation, the

SERVQUAL model may perform as a significant tool. (Li et al. Li, X.; Hess, T.J.;

Valacich, J.S. 2008) the study investigated students' expectations and

perceptions concerning the service quality of e-learning, revealing a notable

disparity between what students expected and their actual perception of service

quality. The SERVQUAL model and found a positive correlation between the

student perception of ELQ with tangibility, responsiveness, assurance, learning

content, and course website. This study builds upon the theoretical

underpinnings of e-service quality within the realm of e-commerce, a framework

that numerous researchers in the field of e-learning have utilized to gauge the

satisfaction levels of e-learners. (Uppal, M.A.; Ali, S.; Gulliver, S.R. F 2017,

Sohail, M.S.; Hasan, M. 2021).

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Figure 2. Self Service Quality Model Source Parasuraman (1988)

Conceptual Framework

The conceptual framework of this study is illustrated through a research

paradigm based on how the different variables interplay of the different theories

and models presented.

As presented in the framework, there are five (5) independent variables,

namely: assurance, empathy, responsiveness, reliability, and LMS content; while

the dependent variable of the study is intention to use. These two concepts, the

independent variables and dependent variable, interact with one another as

indicated by the arrows connecting the two (2) variables that signify whether the

independent variables will significantly affect and/or influence online learning

platform among senior high students.

Assurance, Assurance pertains to the trust clients have in the web

interface along with its brand image and reputation. Trustworthiness and

credibility stand as fundamental pillars for any business. According to

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(Parasuraman et al.) assurance is characterized by employees' proficiency,

courtesy, and their capacity to instill confidence and trust in clients. Given the

inseparable nature of internet service provision, assurance significantly

influences users' perceptions of service quality.

Empathy, Implies demonstrating care, providing personalized attention,

and extending assistance to students. Students consistently seek to feel valued

and distinct, which constitutes the primary focus of empathy. (Zeithaml, V.A.;

Berry, L.L.; Parasuraman, 1996). According to Kassim and Abdullah 2010,

empathy is described as personalized care and the unique attention service

providers offer to their students.

Responsiveness, according to (Zeithaml et al.2000), responsiveness

denotes prompt reaction and the ability to swiftly address and resolve problems

or inquiries.refers to the ability to respond quickly and solve difficulties or

questions. Responsiveness, in essence, involves attending to consumers' service

and information requirements, particularly in electronic service settings where

customers expect timely and appropriate responses. The service provider's

responsiveness is evidenced through the confirmation of transactions and the

delivery of committed services. Assessing the level of responsiveness can be

done by evaluating teachers' or instructors' responses to student inquiries and

the speed at which they offer substantive feedback for their issues.

Reliability, Students from diverse backgrounds and cultures encounter

varying challenges. Providing care and personalized attention to each student

enhances satisfaction levels. Institutions receive favorable evaluations from

 8

students when they perceive efforts being made to offer tailored services based

on their individual requirements. (Vaz, A.; Mansori, S. 2013). Numerous

researchers have concentrated on empathy factors to ascertain their influence on

the measurement of perceived service quality. (Udo, G.J.; Bagchi, K.K.; Kirs,

P.J.2011).

LMS Content, The e-learning platform plays a crucial role in facilitating

learning materials and interacting with students within organizational learning

contexts. (Reisetter, M.; LaPointe, L.; Korcuska, J.). According to The Swedish

National Agency for (Higher Education Swedish National Agency for Higher

Education 2020), among the various dimensions for evaluating e-learning quality,

material or content and the virtual environment (website content) are regarded as

significant constructs. The extent of student engagement with e-learning is

closely linked to the relevance of learning content.

Independent Variables Dependent Variable

Assurance

Empathy

Intention to
Responsiveness Use

Reliability

LMS Content

Figure 3. Conceptual Framework

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Statement of the Problem

The general objective of this study is to determine the behavioral intention

to use online learning platform among senior high students. Specifically, it aims

to answer the following:

1. What is the level of implementation of determinants in online learning

platform among senior high students in terms of;

1.1. Assurance

1.2. Empathy

1.3. Responsiveness

1.4. Reliability

1.5. LMS Content

2. What is the level of intention to use in online learning platform among

senior high students?

3. Is there a significant relationship between the assurance and intention

to use?

4. Is there a significant relationship between the empathy and intention to

use?

5. Is there a significant relationship between the responsiveness and

intention to use?

6. Is there a significant relationship between the reliability and intention to

use?

7. Is there a significant relationship between the LMS content and

intention to use?
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8. Which factor has the most significant influence on the intention to use?

Hypotheses

From the problem stated, the following null hypotheses were formulated

and will be used to draw out if it will be accepted or rejected that corresponds to

the result of the study:

H01: There is no significant relationship between the assurance and

intention to use.

H02: There is no significant relationship between the empathy and

intention to use.

H03: There is no significant relationship between the responsiveness and

intention to use.

H04: There is no significant relationship between the reliability and

intention to use.

H05: There is no significant relationship between the LMS Content and

intention to use.

H06: There is no factor that influences most on intention to use.

Scope and Limitations

This study focuses on the behavioral intention to use online learning

platform among senior high students. The independent variables of the study will

be the factors that affect intention to use which are assurance, empathy,

responsiveness, reliability, LMS content. On the other hand, the dependent

variable is the intention to use. The empirical study will focus on determining if
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there is a significant relationship between the independent variables and the

dependent variable.

Thus, it will be limited to the data gathered from students that engage in

using online learning platform, through answering survey questionnaires. This

study will be covered from November to April 2024.

Significance of the Study

The preliminary model on the effects of online platforms on student

satisfaction and academic performance that has been developed throughout this

study can be used and expanded upon by researchers and educators alike.

Previous discussions of the advantages and uses of online learning have been

covered in related publications.

The findings of the study are essential and beneficial to:

Students. The findings of this study will offer valuable insights and

suggestions, aiding students in enhancing their understanding of the subject

matter and academic performance.

Teacher’s. The findings of this study will help teachers by providing

insights into effective online learning strategies and technologies, allowing them

to improve their teaching approaches. This knowledge will help to develop the

online learning platform over time, resulting in a more enriching and efficient

educational experience for both educators and students.

Academe. The findings of this study will be important to educational

institutions because the academy is the site of ongoing contributions to the body

of knowledge in general as well as in specific areas of expertise. This would also

 12

benefit academia because they are the welcoming industry partners who offer

business and management courses relevant to the efficient utilization of

marketing and customer relationship strategies in improving profit, overall

performance, and productivity of the business and its related industry.

Researchers. This study will benefit future researchers because it will

serve as a guide and reference for future research, possibly filling some gaps left

by past researchers in terms of factors impacting customer intention to purchase.

Definition of Terms

The key terms used in this study were defined conceptually and

operationally for better understanding of the readers.

Assurance. Assurance is defined as students' confidence in navigating

the online interface and its reputation, which forms the basis for trust and

credibility in any business. (Parasuraman et al. Parasuraman, A.; Zeithaml, V.A.;

Berry, L.L 2020).

Empathy. Organizations should provide services on a priority basis, and

customers need to feel this. Empathy implies caring, giving individual attention,

and offering assistance to customers (Zeithaml, V.A.; Berry, L.).

Responsiveness. Refers to the (Zeithaml et al.). This study refers to the

ability to provide quick response by the online learning platform used by the

senior high students as respondents of the study.

Reliability. Students from diverse backgrounds and cultures encounter

varying challenges. Providing care and personalized attention to each student

enhances satisfaction levels. Institutions receive favorable evaluations from

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students when they perceive efforts being made to offer tailored services based

on their individual requirements. ( Mansori, et al, 2013).

LMS Content. The e-learning platform plays a crucial role in facilitating

learning materials and interacting with students within organizational learning

contexts. (Reisetter et al.). According to The Swedish National Agency for

(Higher Education Swedish National Agency for Higher Education 2020), among

the various dimensions for evaluating e-learning quality, material or content and

the virtual environment (website content) are regarded as significant constructs.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter reviews various texts on related literature and studies from

referenced books, journals, dissertations, and other publications which

contributed to present the study. This study holds evidence-based literature that

would support the study to be more reliable, acceptable, and beneficial,

specifically regarding the factors that intention to use online learning platform

among senior high student. This chapter presents a review of related literature

and the review of related studies. This study was further guided by the theory of

e-learning quality model and self-service quality model. This is also adopted by

prior research to help reveal the behavioral intention to use online learning

platform among senior high student.

Review of Related Literature

This study was additionally informed by the e-learning quality model

theory and the self-service quality model. Moreover, it utilized the eLQ Model,

which evaluates internet-based services using the concept of e-service quality.

(Bagchi, et al. 2010). E-service quality pertains to the quality of services

delivered through the web, considering dimensions such as customers'

expectations, aspirations, and perceptions during operational processes. It

involves analyzing customer satisfaction within an electronic business

environment. (Suryani et al.2019).

Online education requires collaboration between educators and learners,

often demanding more innovative and flexible approaches than traditional

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teaching methods. Teachers serve as guides or facilitators alongside students,

acting as sources of knowledge exchange to enhance student satisfaction. The

acceptance of novel ideas and flexible learning techniques is greatly influenced

by how learners perceive the advantages of distance learning, as well as the

technical and environmental support needed, learning efficacy, efficiency, and

equity, among other factors. (Nikel, et al. 2021). Numerous research findings

indicate a significant correlation between student satisfaction with the learning

process and their academic outcomes. Therefore, the outcomes of online

learning could influence students' academic advancement and achievements.

These studies suggest that the sudden transition to online teaching and learning

methods has led to dissatisfaction among students with their educational

experience. This dissatisfaction stems from many students lacking essential

motivations to progress in their studies or careers. (Fawaz, et al. 2021).

Assurance

Assurance is established when clients trust the web interface and its

reputation, which are fundamental pillars of any business, embodying

trustworthiness and credibility. Those named (Berry, et al. 2016). Assurance is

defined by the proficiency and politeness of personnel, along with their ability to

earn the confidence and trust of their clients. (Kim, et al. 2018) . Technical setup,

hardware, software, and learning environment, along with the provision of

technological resources, collectively constitute technology support. Interface

design encompasses accessibility, web page and web design, navigation, and

content design, yet this aspect might be viewed as insufficient for institutional
 16

advancements aimed at enhancing e-learning. (Hafeez et al., 2022). Due to the

inherent inseparability of internet service provision, assurance significantly

influences users' perceptions of service quality.(Manag, 2004.). Researchers

have suggested different variables to measure assurance, including transaction

security, privacy of sensitive information, and credibility. (McMellon, C. 2008).

Empathy

It's crucial for organizations to prioritize services, and customers should

perceive this effort. Empathy entails demonstrating care, offering individualized

attention, and providing support to customers. Customers consistently seek ways

to feel valued and distinct, which lies at the heart of empathy. (Zeithaml, et al.

1996). According to (Abdullah et al. 2008), is characterized by personalized care

and service providers' tailored attention to their customers. Learners from diverse

backgrounds and cultures face distinct challenges. Providing care and giving

special attention to each student enhances satisfaction. Institutions receive

favorable evaluations from students when they perceive efforts being made to

offer customized services based on their individual needs.(Mansori, et al. 2013).

Many researchers have focused on empathy determinants to establish their

impact on perceived service quality measurement. (Udo, et al. 2011).

Responsiveness

Responsiveness defines the willingness to respond to customers and offer

speedy assistance to fulfill their needs. According to (Zeithaml et al.2000),

responsiveness refers to a quick response and the capability to solve problems

or questions immediately. Providing customers with services and information

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when they require it is also termed responsiveness. (Parasuraman, A.; Zeithaml,

V.A). Customers expect appropriate responses and arrangements regarding

electronic services.(Yang,Z Wang M. 2019). The responsive conduct of the

service provider encompasses confirming transactions and delivering committed

services. The degree of responsiveness can be assessed through the teachers'

or instructors' reactions to student inquiries and the extent to which they provide

helpful feedback for their issues within a reasonable time frame. (Vaz, A.;

Mansori, S. 2013). This item is highly relevant to the focus of this study: the

customer assessment of service quality in an e-learning context.

Reliability

According to Wolfinbarger et al., reliability is the best indicator of

customer happiness and quality. (Zeithaml et al 2000) reliability is defined as the

capability to address technological issues and consistently deliver promised

services accurately. Numerous scholars have highlighted that accurate

information provided on a website is the primary indicator of reliability.(Yang, Z.;

Liu 2007). Reliability increases trust in and dependency on the business by

keeping promises. (Bitner, J. Mary 2018) in this study, the reliability dimension

was identified as a significant predictor of e-learners' perception of service

quality. Being an information-driven service, reliability holds considerable

importance and directly influences perceived service quality and satisfaction.

(Lee, G.; Lin, H 2005).

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LMS Content

An LMS offers a framework for asynchronous delivery methods,

encompassing emails, discussion groups, audio discussions, and

announcements, aimed at fostering positive interactions.(Alzahrani, 2019).

Asynchronous delivery methods enable learners to interact with one another

without being hindered by geographical or temporal constraints. (Alzahrani,

2019). Asynchronous environments enable learners to work in conjunction with

other commitments and responsibilities (Alzahrani, 2019). In comparing

asynchronous learning with synchronous learning, Hrastinski and Keller (2007) in

a distance learning setting, synchronous learning is deemed crucial for nurturing

students' critical reflection skills, while asynchronous learning systems lack the

immediacy of feedback for learners.(Hrastinski & Keller, 2007). Asynchronous

learning systems can also leave learners feeling isolated and distant from their

social environment (Al-Fraihat et al; Hrastinski & Keller, 2007).

Intention to Use

The utilization of online education began with the rise of the Internet in the

1990s. (Chandra, 2021).In the age of online education, e-learning is undergoing

significant expansion. (Chang and Tung, 2008), as online learning gains more

traction, learning technologies have emerged as the forefront of learning

management systems. (Ngafeeson and Gautam, 2021). Recently, e-learning

gained significant attention in higher education for it confers better access to

learning resources online, using technology to upgrade learning (Regmi and

Jones, 2020).Online learning is just a component of distance education. Terms

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such as e-learning, virtual learning, and internet-based learning are often used

interchangeably to refer to this mode of education. Online learning is defined as

utilizing the Internet to access learning materials, engage with content,

instructors, and peers, and receive support throughout the learning journey to

acquire knowledge, develop personal understanding, and benefit from the

learning experience.(Ally, 2011).

Review of Related Studies

Wiardi, et al. (2021) conducted study entitled Re-use Intention of Online

Learning Platform. The user will act to approve the use of the information system

if they can clearly see its advantages and how simple it is to use. The purpose of

this study is to investigate how users' intentions to reuse an online learning

platform are influenced by the perceived usefulness and quality of the information

system.Based on perceived utility and simplicity of use, the Technology

Acceptance Model (TAM) forecasts user acceptance of information technology.

This study examines how respondents' assessments of the quality of the IT

system they use for online learning are measured. We used a survey approach,

and the participants in this study were instructors and students who make use of

online learning environments. If there is a high information quality factor and

other benefits from online apps, respondents the majority of whom are Sumatran

students are interested in or plan to reuse online learning applications. The

association between information quality and desire to reuse online learning apps

is fully mediated by the perceived usefulness concept.

 20

Barrett,et al. (2010) conducted study entitled Education delivered through

online platforms necessitates a collaborative approach between educators and

learners, often requiring more flexible and innovative methods compared to

traditional teaching models. Teachers serve as instructors or facilitators, acting

as sources of knowledge dissemination to enhance student satisfaction. The

adoption of new and innovative learning approaches heavily relies on how

learners perceive the advantages of distance education, the technical and

environmental support required, as well as the effectiveness, efficiency, and

equity in learning, among other factors. The core concept underlying this

approach is to view students as end users, prompting institutions or universities

to make sincere endeavors to provide the highest quality education services to

students.

Ukpo, et al, (2010) conducted study entitled Measuring the satisfaction of

students, meeting minimum standards, and achieving quality excellence are the

principal goals for universities. Quality has been characterized as the buyer’s

general impression about the relative superiority and inferiority of an organization

and the services offered by it (Zeithaml, 2010). Perceived quality refers to the

mindset guiding a customer's evaluation of product and service performance. In

the service sector, service quality is typically evaluated based on the results of

the service delivery process. It is the customers' perception of service quality that

is associated with their behavioral intentions.

Zeithaml, V.A (1988) conducted a study entitled Perceived service quality can be

defined as a holistic assessment or opinion regarding the excellence of a service.

 21

Service quality in e-learning refers to the difference between expected and actual

experiences. The SERVQUAL model, introduced by pioneers, identifies ten

components, including reliability, tangibles, responsiveness, credibility, courtesy,

competency, security, communication, access, and understanding the customer.

Recent studies have explored factors influencing service quality in internet

commerce, including tangibles, reliability, responsiveness, assurance, and

empathy. Web-Qual measures website quality by assessing usability,

information, design, empathy, and trust.

Iverson and Colky's study on e-learning websites emphasizes the importance of

learning content and delivery systems for user satisfaction. Learning content

refers to precise and easily accessible materials provided to students in a timely

and concise manner. The SERVQUAL model was used to examine the

relationship between learning content, system quality, and the course website.

The study found a positive correlation between student perception of ELQ with

tangibility, responsiveness, assurance, learning content, and course website.

This study builds upon the theoretical framework of e-service quality in e-

commerce, which is widely adopted to gauge satisfaction levels of e-learners.

Perceived quality refers to customers' judgment of product and service

performance, and in e-learning, service quality is defined as the variation

between service expectation and learners' perceived experience. The

SERVQUAL model, introduced by Parasuraman et al., identified ten parts of the

model, including reliability, tangibles, responsiveness, credibility, courtesy,

competency, security, communication, access, and understanding the customer.

 22

Many researchers have argued for the influence of informative and

persuasive websites on perceived quality criteria. According to Iverson and

Colky, A successful e-learning platform is described as enjoyable, engaging,

supportive, dynamic, collaborative, and contextually relevant. Factors such as

learning content and delivery system are crucial for user satisfaction. Learning

content refers to accurate and accessible materials provided to students in a

timely manner. Uppal et al. integrated learning content and course website into

the SERVQUAL model to emphasize the significance of system and information

quality, finding a positive correlation between student perception of e-learning

quality and tangibility, responsiveness, assurance, learning content, and course

website. This study builds upon the theoretical framework of e-service quality

from e-commerce and its application in measuring e-learners' satisfaction by

numerous researchers in the e-learning field.

 23

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methodology used by the researcher

in conducting the study. It shows the research design, research locale,

respondents of the study, research instrument, data gathering procedure,

sampling technique, and statistical treatment that the researcher utilized to come

up with a valid and reliable study.

Research Design

The descriptive-correlational research design will be used in this study to

determine the relations between two or more variables. According to (Best Kahn,

2006), descriptive research employs quantitative approaches to describe what is,

describing, documenting, evaluating, and interpreting existing situations. It

includes a comparison or contrast and attempts to uncover links between existing

non-manipulated variables.

The study will be conducted within Ramon Magsaysay Memorial Colleges

Senior High School, where senior high school students participating in an online

learning platform are chosen as the key subject or respondents who will give

significant information and perspectives to the survey questions. Specifically, the

number of respondents, namely students, is determined by using sampling

technique and assessing their responses using various statistical treatments

such as weighted mean, Pearson correlation coefficient, and multiple regression

analysis.
 24

Research Locale

This study is being conducted in General Santos City. General Santos City

is known for having one of the most competitive economies, with a rapidly

growing economy that draws in many businesses. The location was chosen on

purpose because most General Santos City businesses can profit from the

researcher's ability to gather data and results there.

Furthermore, Ramon Magsaysay Memorial Colleges Senior High School

in General Santos City's use of an online learning platform on different links like

Google Meet, Zoom, Class In, Open LMS, and Canvas will be the subject of this

study.

Respondents of the Study

The study's target respondents are senior high students who are using

online learning platform. The study's target group is users since it is very likely

that they will have crucial information that will help it achieve its goals.

The Slovin’s formula is used to calculate the sample size of the identified

respondents because the population of these respondents is known.

Research Instrument

A self-made survey questionnaire will be the researcher's tool for

gathering data. The indicators and assertions in the survey will be derived from

and supported by the analysis of relevant studies and literature as well as by the

theories that serve as the foundation for this study.

The survey questionnaire will consist questions, specifically a set of

checklists that would determine the factors, the extent, the significant
 25

relationship, and the significant influence of factors that influences the intention to

use online learning platform.

Data Gathering Procedure

Before conducting this research. In order to validate and authorize the

survey, the researcher will draft a letter addressed to the respondents and

include the questionnaire.

The researcher will then give the respondents' survey questionnaire after

receiving approval. The data will be collected by the researcher using in-person

surveys. There will be instructions in-person survey on how to fully respond to

each indicator. The researcher would be able to collect and acquire data more

quickly by using in-person survey questionnaire.

The data that will be gathered will be analyzed and interpreted to generate

relevant result that would help complete this study about the determinants of

behavioral intention to use online learning platform among senior high students.

Sampling Technique

In the considerable number of Senior High School Students in Ramon

Magsaysay Memorial Colleges, the researcher implemented a sampling

technique that is appropriate for the study. The researcher used stratified

sampling by dividing the population into groups or strata from each grade level to

ensure that the sample is representative of the population in terms of these

characteristics. By using stratified sampling technique, the researcher can reduce

sampling error and increase the accuracy and reliability of the study's findings.
 26

Slovin's formula, which is commonly employed when dealing with

extensive populations, was utilized to ensure a representative sample size. The

study concentrates on online learning platform, particularly in Ramon Magsaysay

Memorial Colleges Senior High School. In measuring the number of sample in

this study, the researcher used Slovin’s formula with standard error 5% or 0.05.

The total sample of this research was 735 that consist which 369 students from

Grade 11 and 366 students from Grade 12. This formula used to determine the

number of sample from population. The Slovin’s formula shown as followed:

Since the population is known, the researcher will use the Slovin’s formula

presented below:

It is computed as n = N / (1+Ne2).

whereas:

n = no. of samples

N = total population

e = error margin / margin of error (5%)

Table 1

Determination of Population Sample Size

No. Respondents Population Sample Sampling Tec

hnique
Stratified Sam
1 GRADE 11 369 130
pling
2 GRADE 12 366 129
Total 735 259
 27

Table 2

SAMPLING FRAME

No. SHS OF Population % of Distrib Sample Sampling T

RMMC ution echnique
Stratified
1 GRADE 11 369 50% 130 Sampling
2 GRADE 12 366 50% 129
TOTAL 735 100% 259

Population Sample Size:

n=N/1+Ne2

N= 735/1+735x (0.05) ²

N= 735/1+735x 0.0025

N= 735/1+1.8375

N= 735/2.8375

N= 259

Respondent Sample Size:

GRADE 11= 369/735 X 259 = 130.02 or 130

GRADE 12 = 366 /735 X 259 = 128.97 or 129

Statistical Treatment

The study will utilize average weighted mean, Pearson-r and multiple

regression analysis in determining the relationship of assurance, empathy,

responsiveness, reliability, and lms content.

First, the average weighted mean is a type of mean that is calculated by

multiplying the weight associated with a particular event or outcome with its

associated quantitative outcome and then summing all the products together. It is
 28

a procedure in combining the mean of two or more groups of different sizes;

taking the sizes of the groups into account when computing the overall mean.

Thus, it can be calculated as follows:

n

∑ (( x i ) ( w i ))
W X = i =1 n

∑ wi
i=1

Where: W X = the weighted mean; x= observed values; w= allocated

weighted value.

Second, the use of stepwise method. The stepwise-regression method

provides a systematic way of identifying the dominant modes in a statistical

framework, which takes a noise model into consideration (Zhou, Pierre, &

Trudnowski, 2012). With that, the researcher performed the following tests first,

such that of collinearity test, normality test, homoscedasticity test, and sufficient

number of observations, before the different models were tested for its predictive

and explanatory power in the multiple regression analysis.

Third, multiple regression analysis. The study will be utilized multiple

regression analysis to analyze the data through model summary, ANOVA, and

coefficients. It is used for prediction and forecasting, as well as to infer causal

relationships between the independent and dependent variables. To use

regressions for prediction or to infer causal relationships, justification on why

existing relationships have predicted power for a new context or why a

relationship between two variables has a causal interpretation (Cook & Weisberg,

1982). However, it is primarily used when the researchers want to predict the
 29

value of a variable based on the value of two or more variables. It can be

calculated as follows:

Y i=f ( X i , β ) + ei

Where: Yi= dependent variable; f= function; Xi= independent variable; β =

unknown parameters; ei= error terms.

Table 3

Level of Determinants of Behavioral Intention to Use Rating Scale

Scale Response Anchor Interpretation

5 Strongly Agree Highly Implemented
4 Agree Implemented
3 Moderately Agree Moderately Implemented
2 Disagree Not Implemented
1 Strongly Disagree Highly Not Implemented

The above-mentioned scale was used to assess agreement on the level of

implementation of the presented factors that influences senior high students

intention to use online learning platform. As a result, the scale borders and their

related response anchors were interpreted as follows:

4.20 – 5.00 Strongly Agree,represents that the determinants of

behavioral intention to use online learning platform is highly implemented.

3.40 – 4.19 Agree, represents that the determinants of behavioral

intention to use online learning platform is implemented.

2.60 – 3.39 Moderately Agree, represents that the determinants of

behavioral intention to use online learning platform is moderately implemented.

1.80 – 2.59 Disagree, represents that the determinants of behavioral

intention to use online learning platform is not implemented.

 30

1.00 – 1.79 Strongly Disagree, represents that the determinants of

behavioral intention to use online learning platform is highly not implemented.

Table 4

The Level of Intention to Use Rating Scale

Scale Response Anchor Interpretation

5 Strongly Agree Very High
4 Agree High
3 Moderately Agree Moderate
2 Disagree Low
1 Strongly Disagree Very Low

The above-mentioned scale was used to assess the level of intention to

use online learning platform among senior high student in General Santos City.

As a result, the scale borders and their related response anchors were

interpreted as follows:

4.20 – 5.00 Strongly Agree, represents that the behavioral intention to

use online learning platform is very high.

3.40 – 4.19 Agree represents that the behavioral intention to use online

learning platform is high.

2.60 – 3.39 Moderately Agree represents that the behavioral intention to

use online learning platform is moderate.

1.80 – 2.59 Disagree, represents that the behavioral intention to use

online learning platform is low.

1.00 – 1.79 Strongly Disagree, represents that the behavioral intention to

use online learning platform is very low.

 31

Table 5

Research Matrix for Statistical Treatment

Statement
Statistical Treatment Variables
of the Problem
1.What is the level of
implementation of
determinants in online learning
platform among senior high
students in terms of; Independent
Weighted Mean
1.1. Assurance; Variables
1.2.Empathy;
1.3. Responsiveness;
1.4. Reliability;
1.5. LMS Content;
2. What is the level of intention
to use in online learning Dependent
Weighted Mean
platform among senior high Variable
students?
3. Is there a significant Independent
relationship between the Variables;
Correlation coefficient
assurance and intention to Dependent
use? Variable
4. Is there a significant Independent
relationship between the Variables;
Correlation coefficient
empathy and intention to use? Dependent
Variable
5. Is there a significant
Independent
relationship between the
Variables;
responsiveness and intention Correlation coefficient
Dependent
to use?
Variable
6. Is there a significant Independent
relationship between the Variables;
Correlation coefficient
reliability and intention to use? Dependent
Variable
7. Is there a significant Correlation coefficient Independent
relationship between the LMS Variables;
content and intention to use? Dependent
 32

Variable
8. Which service quality factor Independent
has the most significant Multiple Regression Variables;
influence to client satisfaction? Analysis Dependent
Variable

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The statistical facts pertaining to the issues raised are presented in this

chapter. This section of the study includes the corresponding data analysis and

interpretation.

Level of Determinants of Behavioral Intention to Use

The level of implementation of the determinants of behavioral intention to

use refers to the level to which e-commerce websites implement strategies that

foster students engagement. These factors include various elements: assurance,

empathy, responsiveness, reliability, lms content.

Table 6

Level of Determinants of Assurance

Assurance Mean Description

1.Provides robust security 4.58 Highly Implemented
measures for personal
information.
2. Provides responsive 4.51 Highly Implemented
technical support in
delivering uninterrupted
learning experiences.
3. Assures content quality 4.63 Highly Implemented
through rigorous review
processes.
4. Assures timely assistance 4.58 Highly Implemented
from knowledgeable staff.
5. Assures technical 4.62 Highly Implemented
compatibility features.
 33

Overall Mean 4.56 Highly Implemented

As can be discover from Table 5, the results indicate that the respondents

strongly agree with all the indicators, with an overall mean of 4.56 These findings

suggest that all indicators are interpreted as an strongly agree that the online

platform implements assurance. Technical setup, hardware, software, and

learning environment, along with the provision of technological resources,

collectively constitute technology support. Interface design encompasses

accessibility, webpage and web design, navigation, and content design, yet this

aspect might be viewed as insufficient for institutional advancements aimed at

enhancing e-learning. (Hafeez et al., 2022). Due to the inherent inseparability of

internet service provision, assurance significantly influences users' perceptions of

service quality.(J. Qual. Reliab. Manag2004.). Researchers have suggested

different variables to measure assurance, including transaction security, privacy

of sensitive information, and credibility. (Long, M.; McMellon, C. 2008).

Among the indicators, indicator two (2) has the lowest accumulated mean

of 4.51, indicating that the responsive technical support in delivering

uninterrupted learning experiences. By providing an e-learning platform is a

system that offers integrated support for the six activities: creation, organization,

delivery, communication, collaboration, and assessment. (Michael Piotrowski,

2010)

Conversely, indicator three (3) has the highest accumulated mean of 4.63,

suggesting that the content quality through rigorous review processes. The most

modern LMSs and LCMSs can integrate the use of external repositories through
 34

communication protocols like LTI (Learning Tools Interoperability), and proposals

for comprehensive platforms known as XXX are available. However, it's

important to remember that these systems should be subject to the same

stringent selection, implementation, operation, maintenance, and security criteria

as any other kind of information system. (Quiroz & Muñoz, 2018).

Table 7

Level of Determinants of Empathy

Empathy Mean Description

1.The online learning platform 4.70 Highly Implemented
understands user’s individual
needs through adaptive
learning pathways.
2. Provides user-centered 4.57 Highly Implemented
design such usability testing or
iterative design cycles.
3. Provides features such as 4.60 Highly Implemented
peer-to-peer support networks.
4. Provides comprehensive on 4.53 Highly Implemented
boarding processes or
instructional videos.
5. Provides features to 4.54 Highly Implemented
validates user’s effort through
badges.
Overall Mean 4.59 Highly Implemented

Table 6 presents the Level of determinants of behavioral intention to use

online learning platform in terms of empathy. The overall mean of 4.59 indicates

a highly implemented of the online learning platform. Notably, a high level of

determinants of behavioral intention to use online learning platform emerges as a

crucial factor. Empathy entails demonstrating care, offering individualized

attention, and providing support to customers. Customers consistently seek ways

to feel valued and distinct, which lies at the heart of empathy. (Zeithaml, V.A.;
 35

Berry, L.L. 1996). According to (Kassim and Abdullah 2008), is characterized by

personalized care and service providers' tailored attention to their customers.

Learners from diverse backgrounds and cultures face distinct challenges.

Providing care and giving special attention to each student enhances

satisfaction. Institutions receive favorable evaluations from students when they

perceive efforts being made to offer customized services based on their

individual needs.(Vaz, et al. 2013).

Indicator four (4) accumulates the lowest mean of 4.53, which indicates

that it Provides comprehensive on boarding processes or instructional videos.

Students use YouTube as a platform to find videos that suit their particular tastes

after using the Google search engine to look for pertinent content. It is clear from

speaking with students and math teachers that YouTube has the potential to be a

useful resource for mathematical instruction. ( Anisa, Hafiz, Azmi, 2023).

On the other hand, indicator one (1) accumulates the highest mean of

4.70, which suggests that online learning platform understands user’s individual

needs through adaptive learning pathways. Personalized learning experiences

have become essential for improving learner effectiveness and engagement in

the ever changing field of online education. However, finding and accessing

content that suits their individual requirements and preferences can be somewhat

difficult for students due to the wealth of educational resources available on

online learning platforms. This research suggests creating a brand-new machine

learning-based recommendation system designed especially for online learning

platforms in order to address this problem. (Ravishangar Aarya b.s, 2024).

 36

Table 8

Level of Determinants of Responsiveness

Responsiveness Mean Description

1. The online learning platform offers 4.66 Highly Implemented
timely responses to user inquiries.
2. Offers regular feedback from 4.56 Highly Implemented
instructors.
3. Provides personalized 4.69 Highly Implemented
recommendations or tailored content
based on user’s performance.
4. Prioritizes issue resolution through 4.57 Highly Implemented
clear escalation procedure.
5. Prioritizes accessibility features to 4.49 Highly Implemented
engage the platform seamlessly.
Overall Mean 4.60 Highly Implemented

Table 7 depicts the Level of Determinants of Behavioral Intention to Use

Online Learning Platform in terms of responsiveness. The overall mean of 4.60

indicates the strongly agreed of the respondents to the quality of service that the

online learning platform. Responsiveness defines the willingness to respond to

customers and offer speedy assistance to fulfill their needs. According to

(Zeithaml et al. 2000), responsiveness refers to a quick response and the

capability to solve problems or questions immediately. Providing customers with

services and information when they require it is also termed responsiveness.

(Parasuraman, A.; Zeithaml, V.A). Customers expect appropriate responses and

arrangements regarding electronic services.(Yang,Z Wang M. 2019).

 37

The indicator that accumulated the lowest mean is the indicator five (5)

with 4.49, indicating that the accessibility features to engage the platform

seamlessly. The extensive progressive interaction that has been developed

among educators and learners is a result of the tremendous proliferation of digital

platforms. It is ensured that teacher education keeps improving its strategic

approach to online learning by mandating student input on online learning

services. (Miftachul Huda, 2023).

On the contrast, indicator three (3) accumulated the highest mean of 4.69,

which indicates that the personalized recommendations or tailored content based

on user’s performance. By scrutinizing user interactions and behavioral patterns,

the system discerns and presents the most pertinent and advantageous

resources for every learner, thereby enabling a more effective and captivating

educational encounter. (Ravishangar Aarya b.s, 2024).

Table 9

Level of Determinants of Reliability

Reliability Mean Description

1. Provides an online learning platform 4.66 Highly Implemented
that allows students to access it
anytime where they need it.
2. Provides consistent performance 4.56 Highly Implemented
across different devices.
3. Provides consistency as the 4.69 Highly Implemented
content availability of learning material
or resources.
4. Maintains integrity in terms of 4.56 Highly Implemented
reliable data security measures.
5. Provides effective technical support. 4.49 Highly Implemented

Overall Mean 4.59 Highly Implemented

 38

Table 8 presents the Level of Determinants of Behavioral Intention to Use

Online Learning Platform in terms of Reliability. As shown, the respondents

strongly agreed in all the indicators with an overall mean of 4.59. Based on the

result, it showed that all the indicators are interpreted as an strongly agreed that

the online learning platform provides have consistency as the content availability

in students. According to Wolfinbarger et al., reliability is the best indicator of

customer happiness and quality. (Zeithaml et al2000) reliability is defined as the

capability to address technological issues and consistently deliver promised

services accurately. Numerous scholars have highlighted that accurate

information provided on a website is the primary indicator of reliability.(Yang, Z.;

Liu 2007). Reliability increases trust in and dependency on the business by

keeping promises. (Bitner, J. Mary 2018) in this study, the reliability dimension

was identified as a significant predictor of e-learners' perception of service

quality.

The indicator that accumulated the lowest mean is indicator five (5), with

4.49, indicating that it provides effective technical support. Reliability and

responsiveness are also highlighted, the need for e-commerce websites to

address factors that can hinder e-service quality (Hidayat & Anasis, 2020). In

contrast, indicator three (3) accumulated the highest mean of 4.69, which

indicates that the consistency as the content availability of learning material or

resource. Teachers are utilizing media more creatively in the classroom as a

result of the COVID-19 pandemic. One such innovative use of media is YouTube

videos. Based on the opinions or viewpoints of students, the purpose of this

 39

study is to ascertain the function, implementation, and challenges associated

with using YouTube as a learning resource to support the efficacy of online

learning. (Adnan&Istiqoma, 2022).

Table 10

Level of Determinants of LMS Content

LMS Content Mean Description

1. Provides LMS contents that are 4.42 Highly Implemented
relevant to user’s learning objectives.
2. Provides high quality content that 4.35 Highly Implemented
meets the student’s expectations.
3. Offers variety of content formats or 4.57 Highly Implemented
diverse range of content options.
4. Allows users to customize their 4.45 Highly Implemented
learning experience.
5. Provides interactivity features such 4.41 Highly Implemented
as discussion forums.
Overall Mean 4.44 Highly Implemented

Presented in Table 9 is the Level of Determinants of Behavioral Intention to Use

in Online Learning Platform in terms of LMS Content. The result showed an

overall mean of 4.44, indicating a solid agreement that the lms content is to be

helpful.

An LMS offers a framework for asynchronous delivery methods,

encompassing emails, discussion groups, audio discussions, and

announcements, aimed at fostering positive interactions.(Alzahrani, 2019).

Asynchronous delivery methods enable learners to interact with one another

without being hindered by geographical or temporal constraints. (Alzahrani,

 40

2019). Asynchronous environments enable learners to work in conjunction with

other commitments and responsibilities (Alzahrani, 2019). In comparing

asynchronous learning with synchronous learning, Hrastinski and Keller (2007) in

a distance learning setting, synchronous learning is deemed crucial for nurturing

students' critical reflection skills, while asynchronous learning systems lack the

immediacy of feedback for learners.(Hrastinski & Keller, 2007).

Indicator two (2) accumulated the lowest mean among the indicators, with

4.35, which suggests the high quality content that meets the student’s

expectations.Intrinsic motivation for studying English is greatly impacted by

platform design, comfort, and enjoyment. These qualities help to foster an

environment that is favorable for learning, which in turn encourages motivation,

engagement, and ultimately the acquisition of language proficiency. (He et al.

2023).

Contrarily, indicator three (3) accumulated the highest mean of 4.57,

indicating that it offers variety of content formats or diverse range of content

options. Online content platforms need policies for content promotion if they want

to increase user engagement and content consumption. However, the diffusion

impact within a user base is typically ignored by conventional promotion

strategies. (Lin, Whang, Zhang, 2024.)

Level of Intention to Use

Using the analysis of multiple variables affecting students' intentions to

utilize online educational platforms, this research provides measurable data

necessary for comprehending their levels of involvement.

 41

Table 11

Level of Determinants of Intention to Use

Intention to Use Mean Description

1. I will continue using the online 4.63 Highly Implemented
learning platform in the future.
2. Considering my overall experience, 4.48 Highly Implemented
I am motivated to actively participate
in virtual classes and complete
assigned tasks using the online
learning platform.
3. Online learning platform positively 4.58 Highly Implemented
contributes to my academic success
and achievement of learning
outcomes.
4. I am confident using the online 4.51 Highly Implemented
learning platform enhances my skills
and knowledge compared to traditional
classroom setting.
5. Considering the convenience and 4.47 Highly Implemented
flexibility offered by the online learning
platform, I am inclined to recommend
its use by my peers for their academic
studies.
Overall Mean 4.53 Highly Implemented

Table 10 exhibits the Level of Intention To Use. Based on the result,

indicator five (5) indicates that the convenience and flexibility offered by the

online learning platform and accumulated the lowest mean of 4.47. Online

learning is only one piece of distance learning. In the age of online education, e-

learning is undergoing significant expansion. (Chang and Tung, 2008), as online

 42

learning gains more traction, learning technologies have emerged as the

forefront of learning management systems. (Ngafeeson and Gautam, 2021).

Recently, e-learning gained significant attention in higher education for it confers

better access to learning resources online, using technology to upgrade learning

(Regmi and Jones, 2020).

Conversely, indicator one (1) accumulated the highest mean of 4.63,

indicating that the students will continue using the online learning platform in the

future. due to the increasing popularity of online learning, learning technologies

have become the vanguard of learning management systems (Ngafeeson and

Gautam, 2021).

Additionally, the five (5) indicators that measure the extent of customer

engagement accumulated an overall mean of 4.53, interpreted as an strongly

agreed that students use online platform. Recently, e-learning gained significant

attention in higher education for it confers better access to learning resources

online, using technology to upgrade learning (Regmi and Jones, 2020).

Regression Analysis

Multiple regression was applied to test the explanatory and predictive

power of the different independent variables; level of implementation of the

determinants of behavioral intention to use online learning platform among

seniorhigh sudents in Ramon Magsaysay Memorial Colleges in General Santos

City in terms of assurance, to the dependent variable; level of intention to use.

Using stepwise method, the following tests were performed first before the

different models were tested for its predictive and explanatory power: collinearity
 43

test, normality test, homoscedasticity test, and sufficient number of observations.

Then the results of multiple regression (model summary, ANOVA, and

coefficients) were analyzed.

Table 12

Coefficients

Multiple Regression Analysis Assumptions

Collinearity Test

On collinearity test, Table 1 shows that there is one (1) model generated

and the collinearity statistics are no VIF values greater than 5 for model 1 that

indicate a strong presence of collinearity. The highest VIF is 1.000 for model 1.

Table 13

Collinearity Diagnostics

On collinearity diagnostics that is shown in Table 2, model 2 has the

highest condition index of 27.217 that is lesser than 30. Thus, the researchers

can say that there is no multicollinearity issue for model 1.

Normality Test
 44

On Normality Test, the Kolmogorov-Smirnov and Shapiro-Wilk tests on

standardized residuals were performed to determine the null hypothesis that is

no significant normality concern among the observed variables. The results show

in Table 3 that the p values of .000 (Kolmogorov-Smirnov) and .000 (Shapiro-

Wilk), respectively, both are significant. Since the p-value are lesser than .05, the

null hypothesis is rejected. Thus, this study violates the assumption on normality

(Janssens et al., 2008). Hence, the data (observed variables) are not normally

distributed.

Table 14

Test of Normality

Homoscedasticity Test

Homoscedasticity is used to measure if the variance of the residuals is

similar for all predicted scores. To assess homoscedasticity, the scatterplot is

used specifically to determine if there is triangle or diamond pattern in the graph.

Figure 1 shows no diamond pattern or a triangle pattern (from the right) and does

not indicate the presence of heteroscedasticity. Therefore, the data pass the

homoscedasticity assumption.This further means that the spread or dispersion of

the data is consistent throughout the range of values of the independent

variables and lies in its implications for statistical analysis and the validity of the

results obtained.
 45

Figure 4. Scatter plot

On the Sufficient Number of Observations

On the sufficient number of observations, the minimum number of

observations for each independent variable is 5:1 (Janssens, 2008) but increases

when stepwise estimation (e.g.,15 to 50 observations: 1 independent variable).

This study has five (5) independent variables thus the minimum number of

observations should be 250. The total number of respondents in this study is

259, thus the assumption on the sufficient number of observations is met. As

pinpointed by Hair et al. (2014), the effect of sample size can be considered in

assessing normality. Specifically, if the data turns out to be not normally

 46

distributed with the sample size being used is small such as 50 or fewer and

especially if the sample is less than 30, the non-normal distribution can have a

detrimental effect to the regression results. However, if the sample is large such

as 200 or more, the effect of non-normality to the regression results is negligible.

Multiple Regression Analysis Result

For the main analysis, it is shown in Table 4 the coefficient of

determination (R2) for the model 1 is 0.206. It has a weak statistical and practical

significance because of its weak explanatory value, which accounts for 20.6% of

the variances and 79.4% cannot be explained by it as shown in Table 14.

Table 15

Model Summary

Its ANOVA shown in Table 15 below that model 2 has an F value of

66.501 (p value =.000) which means that ‘empathy’ is used in model 1 is

significantly related to the dependent variable. Specifically, empathy (beta

coefficient of 0.427 t value of 8.155, p value of .000) see Table 1 (Coefficients)

Table 16

ANOVA
 47

Therefore, the R2 (.206) value is not substantial for prediction purposes (it

is not close enough to .500). However, the equation is still presented below.

OVERALL MODEL FIT:

Level of Intention to Use (Y) = 2.575 +0.427(X2) +ε

 48

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the discussion on the summary of findings,

conclusions, and recommendations derived from the study to probe the factors

influencing customer engagement in social commerce websites.

Summary of Findings

The following are the findings of the study on the Determinants of

Behavioral Intention to Use Online Learning Platform Among Senior High

Student in Ramon Magsaysay Memorial Colleges as specified in the study’s

statement of the problem:

1. The researcher found that the level of determinants of behavioral intention

to use in terms of assurance, the respondents strongly agreed that the

security and quality implements, with an average weighted mean of 4.56.

2. The researcher found that regarding in empathy, the responses indicate a

strongly agreed on highly implemented of the e-commerce website’s

system is of quality with an average weighted mean of 4.59.

3. The researcher found that in terms of responsiveness, the respondents

strongly agreed that the e-commerce website implements quality service

with an average weighted mean of 4.60.

 49

4. The researcher found that in terms of reliability, the respondents strongly

agreed that the e-commerce website implements operation that satisfies

the students with an average weighted mean of 4.59.

5. The researcher found that in terms of lms content, the responses indicate

a strongly agreed on the highly implemented of the e-commerce website

with an average weighted mean of 4.44.

6. The researcher found that the level of determinants of behavioral of

intention to use in terms of student trust indicates that the respondents

strongly agreed that the e-commerce website implements services that the

students can trust, with an average weighted mean of 4.53.

7. Based on the result, the researcher found out that the level of intention to

use has an overall mean of 4.53, indicating that the respondents strongly

agreed on being engaged on online learning platform.

8. In the level of determinants of behavioral intention to use in the collinearity

test, On collinearity diagnostics that is shown in Table 2, model 2 has the

highest condition index of 27.217 that is lesser than 30. Thus, the

researchers can say that there is no multicollinearity issue for model 1.

9. In regarding collinearity diagnostics, model 2 has the highest condition

index of 27.217 that is lesser than 30

10. On the normality test, the results show that the p values on Kolmogrov-

Smirnov and Shapiro-Wilk tests have a significant value of .000.

11. The data on the scatterplot presented to assess the homoscedasticity

does not show a diamond or triangle pattern or indicate heteroscedasticity.

 50

12. On the sufficient number of observations, the minimum number of

observations should be 250, The total number of respondents in this study

is 259, thus the assumption on the sufficient number of observations is

met about the stepwise estimation of fifty (50) observations per one (1)

independent variable. However, this study’s total number of respondents

is 259, calculated using Slovin’s formula.

13. In the model summary, empathy for model 2 is 0.206.

14. The ANOVA shown in Table 5 below that model 2 has an F value of

66.501 (p value =.000) which means that ‘empathy’ is used in model 1 is

significantly related to the dependent variable.

Conclusions

The following are the conclusions formulated by the researcher about the

findings accumulated by this study:

1. In terms of assurance, it concluded that it HAS HIGHLY IMPLEMENTED

since the result says that it is strongly agreed that the security and quality

implements.

2. In terms of empathy, it concluded that it HAS HIGHLY IMPLEMENTED

since the result says that it is strongly agreed that the e-commerce

website’s system is of quality.

3. In terms of responsiveness, it concluded that it HAS HIGHLY

IMPLEMENTED since the result says that it is strongly agreed that the e-

commerce website implements quality service.

 51

4. In terms of reliability, it concluded that it HAS HIGHLY IMPLEMENTED

since the result says that it is strongly agreed that the e-commerce

website implements operation that satisfies the students.

5. In terms of lms content, it concluded that it HAS HIGHLY IMPLEMENTED

since the result says that it is strongly agreed of the e-commerce website.

6. In terms of the level of determinants of behavioral of intention to use in

terms of student trust indicates that the respondents strongly agreed that

the e-commerce website implements services that the students can trust.

7. In terms of the level of intention to use, it concluded that it HAS HIGHLY

IMPLEMENTED since the result says that it is strongly agreed on being

engaged on online learning platform.

8. It can be concluded from the collinearity test results that there is no

significant presence of collinearity among the factors intention to use in

the implemented models. Model 1 demonstrates a strong absence of

collinearity, with no VIF values greater than 5.

9. Since model 2 has the highest condition index of 27.217 that is lesser than

30. Thus, the researchers can say that there is no multicollinearity issue

for model 1.

10. Both values from the normality test show that it is lesser than .05. Thus, it

can be concluded that this study violates the assumption of normality and

that the data are not normally distributed.

11. Since the scatterplot does not show a triangle or diamond pattern and

does not indicate the presence of heteroscedasticity; therefore, the data

 52

passed the homoscedasticity assumption, and all of the relevant variables

in model 2 are part of the regression model.

12. The respondents in this study were calculated through Slovin’s formula,

which results in 259; thus, it can be concluded that the assumption of a

sufficient number of observations is met.

13. Since the coefficient of determination for the model 1 is 0.206. It has a

weak statistical and practical significance because of its weak explanatory

value, which accounts for 20.6% of the variances and 79.4% cannot be

explained dramatically by it.

14. The independent variables used in the model are significantly related to

the dependent variable; however, the R2 value is not substantial for

prediction purposes.

15. The researcher found that the level of determinants of behavioral intention

to use in terms of assurance, the respondents strongly agreed that the

security and quality implements, with an average weighted mean of 4.56.

Recommendations

In light of the findings and conclusions, the following recommendations are

formulated:

1. Since the researcher was able to comply with the sample size needed

which is 259 that makes the non-normality concern negligible to the

coefficient of determination result for this study, other factors that contributed

to its non-normality can be examined. Increasing the respondents to 400

may also be an option.

 53

2. Since the coefficient of determination is only 20.6%; thus, the given

independent variables cannot explain 79.4% of the variances, it is

recommended to determine other specific factors that influence the

determinants of behavioral intention to use.

 54

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APPENDICES
 62

APPENDIX A

RAMON MAGSAYSAY MEMORIAL COLLEGES

COLLEGE OF BUSINESS EDUCATION
BUSINESS ADMINISTRATION PROGRAM
Pioneer Avenue, General Santos City

March18, 2024

Magandang RMMC!

Dear Respondents,

The undersigned is a student of Ramon Magsaysay Memorial Colleges, taking

up Bachelor of Science in Business Administration major in Marketing
Management and currently on the second year of undertaking the degree.
To proceed on my fourth year, the undersigned is conducting a study entitled
“Determinants of Behavioral Intention to Use Online Learning Platform
among Senior High Students in Ramon Magsaysay Memorial Colleges”.
Your participation in this endeavor is a great help in the completion of the study
as well as in improving the industry it covers.
Hoping for your approval.
Thank you so much.

Very truly yours,

RHEA M. MILAR
Researcher
 63

APPENDIX B

RAMON MAGSAYSAY MEMORIAL COLLEGES

COLLEGE OF BUSINESS EDUCATION
BUSINESS ADMINISTRATION PROGRAM
Pioneer Avenue, General Santos City

March 15, 2024

YASMIN Y. CADIZ, MBA

Faculty
Ramon Magsaysay Memorial Colleges
Dear Ma’am:
 64

RAMON MAGSAYSAY MEMORIAL COLLEGES

COLLEGE OF BUSINESS EDUCATION
BUSINESS ADMINISTRATION PROGRAM
Pioneer Avenue, General Santos City
 65

RAMON MAGSAYSAY MEMORIAL COLLEGES

COLLEGE OF BUSINESS EDUCATION
BUSINESS ADMINISTRATION PROGRAM
Pioneer Avenue, General Santos City
 66

APPENDIX C

RAMON MAGSAYSAY MEMORIAL COLLEGES

COLLEGE OF BUSINESS EDUCATION
BUSINESS ADMINISTRATION PROGRAM
Pioneer Avenue, General Santos City
 67

RAMON MAGSAYSAY MEMORIAL COLLEGES

COLLEGE OF BUSINESS EDUCATION
BUSINESS ADMINISTRATION PROGRAM
Pioneer Avenue, General Santos City
 68

RAMON MAGSAYSAY MEMORIAL COLLEGES

COLLEGE OF BUSINESS EDUCATION
BUSINESS ADMINISTRATION PROGRAM
Pioneer Avenue, General Santos City
 69

APPENDIX D
RAMON MAGSAYSAY MEMORIAL COLLEGES
COLLEGE OF BUSINESS EDUCATION
BUSINESS ADMINISTRATION PROGRAM
Pioneer Avenue, General Santos City

DETERMINANTS OF BEHAVIORAL INTENTION TO USE ONLINE LEARNING

PLATFORM AMONG SENIOR HIGH STUDENT IN RAMON MAGSAYSAY
MEMORIAL COLLEGES
SURVEY QUESTIONNAIRE
Name (Optional): _________________________________________________
How often do you use the internet for educational purposes. (e.g., Google
Meet, Zoom, Class In, Open LMS, Canvas)? (Place a “✓” on the space
provided)
____ Yes _____ No
What specific social commerce website have you purchased from? (Place a
“✓” on the space provided)
____ Google Meet ____ Zoom
____ Class In ____ Open LMS ____ Canvas

PART I. LEVEL OF IMPLEMENTATION OF FACTORS AFFECTING

BEAHAVIORAL INTENTION TO USE ONLINE LEARNING PLATFORM
Direction: Rate the level of your agreement on the following statements using
the following scale. Place a “✓” mark in the box that best corresponds to your
choice.

RATING SCALE RESPONSE ANCHOR INTERPRETATION

5 Strongly Agree Highly Implemented
4 Agree Implemented
3 Moderately Agree Moderately Implemented
2 Disagree Not Implemented
1 Strongly Disagree Highly Not Implemented

LEVEL OF IMPLEMENTATION OF THE FACTORS AFFECTING

BEAHVIORAL INTENTION TO USE ONLINE LEARNING PLATFORM
5 4 3 2 1
ASSURANCE - - - - -
1 Provides robust security measures for personal
information.
 70

2 Provides responsive technical support in delivering

uninterrupted learning experiences.
3 Assures content quality through rigirous review
processes.
4 Assures timely assistance from knowledgeable staff.
5 Assures technical compatibility features.
EMPATHY - - - - -
1 The online learning platform understands user’s
individual needs through adaptive learning pathways.
2 Provides user-centered design such usability testing or
iterative design cycles.
3 Provides features such as peer-to-peer support networks.
4 Provides comprehensive onboarding processes or
instructional videos.
5 Provides features to validates user’s effort through
badges.
RESPONSIVENESS - - - - -
The online learning platform offers timely responses to
1
user inquiries.
2 Offers regular feedback from instructors.
3 Provides personalized recommendations or tailored
content based on user’s performance.
4 Prioritizes issue resolution through clear escalation
procedure.
5 Prioritizes accessibility features to engage the platform
seamlessly.
RELIABILITY - - - - -
Provides an online learning platform that allows students
1
to acces it anytime where they need it.
2 Provides consistent performance across different devices.
3 Provides consistency as the content availability of
learning materialr or resources.
4 Maintains integrity in terms of reliable data security
measures.
5 Provides effective technical support.
LMS CONTENT - - - - -
Provides LMS contents that are relevant to user’s
1
learning objectives.
2 Provides high quality content that meets the student’s
expectations.
3 Offers variety of content formats or diverse range of
content options.
4 Allows users to customiza their learning experience.
5 PRovides interactivity features such as discussion
forums.
 71

PART II. LEVEL OF INTENTION TO USE ONLINE LEARNING PLATFORM

Direction: Rate the level of your agreement on the following statements using
the following scale. Place a “✓” mark in the box that best corresponds your
choice.
RATING
RESPONSE ANCHOR INTERPRETATION
SCALE
5 Strongly Agree Very High
4 Agree High
3 Moderately Agree Moderate
2 Disagree Low
1 Strongly Disagree Very Low

5 4 3 2 1
Level of Behavioral Intention to Use Online Learning - - - - -
Platform
1 I will continue using the online learning platform in the
future.
2 Considering my overall experience, I am motivated to
actively participate in virtual classes and complete
assigned tasks using the online learning platform.
3 Online learning platform positively contributes to my
academic success and achievement of learning
outcomes.
4 I am confident using the online learning platform
enhances my skills and knowledge compared to
traditional classroom setting.
5 Considering the convenience and flexibility offered by the
online learning platform, I am inclined to recommend its
use by my peers for their academic studies.

Thank you,

The Researcher
 72

APPENDIX E

RAMON MAGSAYSAY MEMORIAL COLLEGES

COLLEGE OF BUSINESS EDUCATION
BUSINESS ADMINISTRATION PROGRAM
Pioneer Avenue, General Santos City

CERTIFICATION

TO WHOM IT MAY CONCERN:

This is to certify that RHEA M. MILAR has presented his BUSINESS

RESEARCH (BMR) entitled “DETERMINANTS OF BEHAVIORAL INTENTION

TO USE ONLINE LEARNING PLATFORM AMONG SENIOR HIGH STUDENTS

IN RAMON MAGSAYSAY MEMORIAL COLLEGES” to the undersigned for

grammar correction and improvement of its content.

This certification is issued upon the request of the above-named student

for any legal purpose it may serve.

Given this day of 2024 at Ramon Magsaysay Memorial Colleges, General

Santos City, Philippines.

73

Grammarian
 74

APPENDIX F

RAMON MAGSAYSAY MEMORIAL COLLEGES

COLLEGE OF BUSINESS EDUCATION
BUSINESS ADMINISTRATION PROGRAM
Pioneer Avenue, General Santos City

CERTIFICATION

TO WHOM IT MAY CONCERN:

This is to certify that RHEA M. MILAR has presented his BUSINESS

RESEARCH (BMR) entitled “DETERMINANTS OF BEHAVIORAL INTENTION

TO USE ONLINE LEARNING PLATFORM AMONG SENIOR HIGH STUDENTS

IN RAMON MAGSAYSAY MEMORIAL COLLEGES” and has been statistically

reviewed by the undersigned.

This certification is issued upon the request of the above-named student

for any legal purpose it may serve.

Given this 3rd day of July 2024 at Ramon Magsaysay Memorial Colleges,

General Santos City, Philippines.

Statistician
 75

CURRICULUM VITAE

RHEA M. MILAR
Prk. 7, Baluntay, Alabel, Sarangani Province
9501 Alabel Sarangani
09659137953/ milarrhea@gmail,com
PERSONAL INFORMATION

Name : Rhea M. Milar

Age : 21
Sex : Female
Nationality : Filipino
Civil Status : Single
Religion : Roman Catholic
Birth Date : June 21, 2003
Height : 5’5
Weight : 50 kg
EDUCATIONAL BACKGROUND

Tertiary
2021 - Present : Ramon Magsaysay Memorial Colleges, Pioneer
Bachelor of Science in Business Administration (MM)
Secondary : Alegria National High School
2014 - 2021 Accountancy Business and Management (ABM)

Primary : Alegria Central Elementary School

2008 - 2014
76