This work attempts to evaluate the success of the Windows Domain Network (WDN) using the DeLone and McLean information system (IS) success model. With a case in a University in the Philippines, this study utilized a total of 290 valid responses from 424 participants. Results using structural equation modeling (SEM) indicate that information, service, and system quality demonstrate a moderately positive relationship with system usage and have a significant relationship with user satisfaction. On the other hand, system usage exhibits a significant relationship both to user satisfaction and net benefits, while user satisfaction demonstrates a positive relationship with net benefits. Findings also suggest that information quality, system quality, and service quality have a positive influence on system usage while only service quality yields no significant influence on user satisfaction. Implications of these findings are discussed in this work.
Lockdowns of various forms have prompted higher education institutions (HEIs) to suddenly shift from physical face-to-face classes to e-learning environments on an unprecedented scale in recent history. This sudden shift promotes the continuity of the teaching-learning process in HEIs despite the COVID-19 pandemic, at most on the positive side, while bringing forth challenges related to individual learners and academics. This work is based on a recently reported Values-Enhanced Technology Adoption (VETA) model, which incorporates individual values in technology acceptance modeling. Despite offering crucial insights into academics in evaluating e-learning adoption, the current literature suffers from drawbacks. Motivated by addressing these limitations, this work reevaluates the nine constructs of the VETA model using the decision-making trial and evaluation laboratory (DEMATEL). Results indicate that effort expectancy, hedonic motivation, price value, habit, security, tradition, conformity, achievement, power, and hedonism constructs cause performance expectancy, behavioral intention, and social influence. The DEMATEL captures and models the causal relationships between these constructs within an analytical framework, which induces some variations of the recent empirical findings. Finally, the perception of self-achievement among academics drives the intention to adopt e-learning. The findings offered in this work are crucial to the evolving literature of COVID-19 on education, particularly in informing the design of initiatives and measures to enhance e-learning.
Research has been a buzz word in Philippine education, especially in HEI’s. This study was conducted to determine the barriers that undermined the research activities of the post-graduate students. A total number of 136 students were selected as respondents. The instruments used in this study consisted of a set of questionnaires containing 36 question items in perceived research barriers using 5 point likert scales and checklists for demographic profiles. The reliability value (Cronbach’s alpha) instrument for all variables obtained an alpha value exceeding 0.60. The results of the study were analyzed using descriptive statistics that derived means, standard deviations and correlation coefficient. Findings reveal that respondents have poor performance in research and publication. This could be attributed to the following aspects; the respondents were not fully equipped with skills on how to do research, lack of time in doing research due to heavy teaching workload, and limited financial resources. Lack of peer support and research experts contributes to the overall research barriers. The results reflect critical attention from the university. Thus, training, workshops and mentoring should be considered a priority for promoting and elevating the research productivity of the respondents. Meanwhile, financial supports from the university could also help overcome the barriers such as lack of incentives and article processing charge. Keywords: Research productivity, research barriers, skills development, financial supports
As a foundational approach in inferential statistics, hypothesis testing (HT) is considered as one of the most challenging topics for teaching and learning. A promising approach is through the consideration of students’ learning modalities, as demonstrated in vast applications; however, contentions that surround the use of learning modality in education exist in recent debates. The cause of this unrest is the lack of robust empirical evidence on the efficacy of learning modalities in education. Thus, this work attempts to contribute to this debate and investigates whether sensory modality does influence learning. It develops an approach for teaching HT to college students via learning modality. Results show that learning modalities have a positive impact on students’ performance on competencies in learning HT. Furthermore, it was found out that some learning modalities work together on learning specific competencies. Lastly, the task-dependency of learning modalities was observed in the results of the experiment.
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