This paper aims to investigate e-learning acceptance in Malaysian higher education institutions and the moderating effect of self-efficacy. This study is crucial as online and distance learning have grown in all education sectors due to the COVID-19 pandemic. A valid sample of 414 survey responses from active students currently enrolled in undergraduate and postgraduate levels in Malaysian higher education institutions was collected for data analysis. Structural Equation Modelling (SEM) was employed in the data analysis. Results indicate that all four exogenous variables (performance expectancy, social influence, perceived enjoyment, and self-efficacy) significantly affect students’ acceptance towards e-learning. However, only performance expectancy and social influence are moderated by self-efficacy towards acceptance of e-learning, as self-efficacy does significantly strengthen the relationship of performance expectancy and social influence towards e-learning acceptance. The findings may serve as a reference point for future studies in response to changing the learning method preferences and technological advancements.
Kajian ini bertujuan bertujuan mengkaji hubungan antara faktor penglibatan kognitif, penglibatan afektif dan penglibatan tingkah laku terhadap pencapaian pentaksiran pelajar pintar dan berbakat dalam pembelajaran Matematik atas talian. Seramai 119 orang pelajar di Kolej GENIUS@Pintar Negara UKM telah terlibat dalam kajian ini dan pemilihan responden adalah dilaksanakan secara rawak berdasarkan jumlah populasi pelajar pintar berbakat di kolej tersebut. Kajian ini menggunakan analisis korelasi dan regressi berganda bagi mengkaji hubungan faktor penglibatan kognitif, afektif dan tingkah laku dalam kalangan pelajar pintar dan berbakat (PPB) semasa sesi pembelajaran atas talian terhadap pencapaian subjek Matematik. Hasil kajian analisis korelasi mendapati faktor penglibatan kognitif, afektif dan tingkah laku mempengaruhi pencapaian Matematik. Hasil kajian analisis regresi berganda menunjukkan terdapat hubungan yang signifikan antara penglibatan kognitif(β = 0.408, p < 0.001), penglibatan afektif (β = 0.670, p < 0.001), penglibatan tingkah laku(β = -7.012 , p < 0.01) dan pencapaian matematik. Kajian lanjutan pada masa yang akan datang, dicadangkan menambah pelbagai dimensi selain dari tiga dimensi yang dikaji iaitu penglibatan kognitif, penglibatan tingkah laku dan penglibatan afektif.
Nowadays, it fosters a lighthearted atmosphere conducive to learning and can improve students' academic performance. As a result, learning through gamification has become one of lecturers' most popular strategies and approaches in today's classrooms. This study examines the determinants that affect students' acceptance of gamification among FBM students in UiTM, Kampus Alor Gajah. A sample of 248 diploma students was selected using proportionate stratified random sampling. Data were analysed using Statistical Package for Social Science (SPSS). The results showed a moderate positive relationship between all three independent variables (performance expectancy, social influence and perceived enjoyment) and students' acceptance of gamification, with performance expectancy having the most decisive influence.
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