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All Journal International Journal of Evaluation and Research in Education (IJERE)
Noor Lela Ahmad
Universiti Pendidikan Sultan Idris
Education

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Role of social factors, self-efficacy and technological support on the use of virtual learning environment among teachers Noor Lela Ahmad; Rusliza Yahaya; Hariyaty Ab Wahid; Nadhirah Syafiqah Mohd Fazil
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i1.22628

Abstract

Virtual learning environment (VLE) has been introduced in educational institutions such as schools, colleges, and universities to encourage a systematic online teaching and learning platform. This paper aims to examine the effect of social factors, self-efficacy, and technological support on the utilization of VLE in the educational process. A quantitative approach was employed and the data was collected through a set of questionnaires administered to selected respondents. A total of 356 accounting teachers from secondary schools in Peninsular Malaysia were chosen as the samples. A reflective measurement model in partial least square-structural equation modeling was utilized to measure the effect of the exogenous latent variable on the endogenous latent variable. Results indicated that social factors namely (colleagues, administrators, and school culture) significantly affect the use of VLE among teachers. Further, self-efficacy and technological support namely (facilities quality, internet access, and technical support) positively influence teachers to apply VLE during teaching. The quality of technological facilities in schools needs to be developed to promote effective educational processes and motivate teachers to use digital technology. Further, it is strongly suggested that teachers need to be given appropriate training and ongoing support to develop their skills in using digital technology.
Seeking higher order construction of cognitive abilities in a psychosocial learning environment Nor Sa’adah Jamaluddin; Rohaila Yusof; Noor Lela Ahmad; Suhaida Abdul Kadir; Arnida Abdullah; Siti Noormi Alias
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i3.27203

Abstract

In this study, we created a psychosocial learning environment consisting of five types of interaction, namely: student collaboration; specific learning objectives and curriculum coherence; learning facilities; independent learning; and constructivist instruction. This research aimed to determine the scope in which the five modes of contact improved students’ learning outcomes in higher order cognitive abilities. This quantitative study involved form four accounting students (N=352) in Malaysia who completed a self-administered questionnaire that included the higher order cognitive abilities (HOCA) test, the instruments of students’ perceived learning environment, and zone-specific demographic data. The results showed two of the five inventory of students’ perceived learning environment (ISPLE) scores. Specific learning objectives and curriculum coherence, were the most significant predictors and strongly correlated with higher order cognitive abilities. Even the components of the psychosocial learning environment impact HOCA in most subjects. However, researchers have obtained new findings that explain other factors that need to be studied to evaluate or encourage HOCA in accounting subjects. Thus, the researcher suggests further research using self-learning methods through modules to assess and promote HOCA in accounting.
Co-Authors Arnida Abdullah Hariyaty Ab Wahid Nadhirah Syafiqah Mohd Fazil Nor Sa’adah Jamaluddin Rohaila Yusof Rusliza Yahaya Siti Noormi Alias Suhaida Abdul Kadir