SYSTEM (I-TA‟LEEM)

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UNDERGRADUATE STUDENTS‟ SATISFACTION TOWARDS THE IIUM‟S LEARNING MANAGEMENT

SYSTEM (I-TA‟LEEM)

BY

ANGELA SYAFRIANI

A dissertation submitted in fulfilment of the requirement for the degree of Master in Education

Kulliyyah of Education

International Islamic University Malaysia

JULY 2020

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ABSTRACT

This study was an evaluation of the students‟ satisfaction toward learning management system (i-Ta‟leem) among International Islamic University Malaysia (IIUM) students. This study aimed to examine the extent of students‟ satisfaction in using a learning management system (i-Ta‟leem). It also aims to show the influence of factors (student, instructor, course, technical and design) towards students‟ satisfaction in using learning management system (i-Ta‟leem). In addition, this study attempts to see how the differences in gender, kulliyyah and amount of experience in using a computer relate to the IIUM students‟ satisfaction level in using i-Ta‟leem. This study uses a quota sampling to select the respondents. The study used a modified questionnaire adapted from previous studies regarding students‟ satisfaction toward e- learning. The questionnaire was administered to 375 undergraduate students at IIUM‟s main campus in Gombak. To measure the students‟ satisfaction toward learning management system (i-Ta‟leem) a 5-point Likert scale was used. This study utilizes descriptive analyses, independent t-test and One-Way ANOVA to analyse data. This study found that the majority of undergraduate students at IIUM feel satisfied towards the learning management system (i-Ta‟leem). Meanwhile, independent t-test analyses showed that there was no significant difference in students‟ satisfaction toward e- learning (i-Ta‟leem) between male and female students at IIUM. One-Way ANOVA analyses indicated there are no significant difference in students‟ satisfaction toward e-learning ( i-Ta‟leem) at IIUM when accounted for the amount of experience in using a computer. More importantly, the study found a significant difference between kulliyyahs in students‟ satisfaction toward e-learning (i-Ta‟leem) at IIUM.

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ةصلاخ ثحبلا

Abstra

( ملعتلا ةرادإ ماظن نع ةبلطلا اضرل اًمييقت ةساردلا هذه تناك

i-Ta'leem

ةّيملاسلإا ةعمالجا ةبلط ينب ،)

( ايزيلام في ةّيلداعلا ةرادإ ماظن مادختسا نع ةبلطلا اضر ىدم ةسارد لىإ ةساردلا هذه تفدهو .)

IIUM

( ملعتلا i-

Ta‟leem

يرثأت راهظإ لىإ تفده امك .) ،ةييقتلاو ،ةررقلدا ةدالداو ،مّلعلداو ،،لاطلا( مااعلا

( ملعتلا ةرادإ ماظن مادختسا نع ةبلطلا اضر في )ميمصتلاو i-

Ta‟leem

لواتح ،كلذ لىإ ةفاضلإاب .)

مادختسا في ةبرلخا ةيمكو ،ةيلكلاو ،يعامتجلاا عايلا في تافلاتخلاا ةيفيك ىرت نأ ةساردلا هذه قلعتت تيلا رتايبمكلا ةبلط اضر ىاتسبم

مادختسا في

IIUM i-Ta'leem

ةيّيعلا ةساردلا هذه مدختست .

ةبلطلا اضر نأشب ةقباس تاسارد نم اهليدعت ّتم ةلدعم ةنابتسا ةساردلا تمدختسا .ينبيجتسلدا ديدحتل ىلع ةنابتسلاا ءارجإ ّتم .نيوتركيللإا ملعتلا انح في سيئرلا مرلحا في اًّيعماج اًبلاط 573

في

IIUM

Gombak

ملعتلا ةرادإ ماظن نع ةبلطلا اضر ىدم سايقل .

( i-Ta‟leem

تركيل سايقم مادختسا ّتمو ،

)

نم رابتخاو ،ةّيفصالا تلايلحتلا ةساردلا هذه تمدختسا .طاقن 3 و قتسلدا t

ANOVA

يداحأ

ةّيعمالجا ةلحرلدا ةبلط ةيبلغأ نأ لىإ ةساردلا هذه تلصات .تانايبلا يلحتل هاتجلاا في

نورعشي

IIUM

( ملعتلا ةرادإ ماظن هاتج اضرلاب

i-Ta'leem

تلايلتح ترهظأ ،هسفن تقالا فيو .

)

T-test ةلقتسلدا

نيوتركيللإا ملعتلا هاتج بلاطلا اضر في يربك فلاتخا كايه نكي لم هنأ

( i-Ta'leem

راكذلا ةبلطلا ينب

)

في ثانلإاو تلايلتح ترهظأ .

IIUM

ANOVA مدع هاتجلاا ةيداحأ

ةبلطلا اضر في يربك قرف داجو

نيوتركيللإا ميلعتلا هاتج

( i-Ta'leem

في

)

مهلأا .رتايبمكلا مادختسا في ةبرلخا ةيمك باسح ديع

IIUM

نيوتركيللإا ملعتلا انح ةبلطلا اضر في تايلكلا ينب اًيربك اًقرف ةساردلا تدجو ،كلذ نم

( i-Ta'leem

في

)

.

IIUM

CT IN ARABIC

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APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion, it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education.

………..

Sulaiman Hashim Supervisor

I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education.

………..

Mohd Shukri Nordin Internal Examiner

……….

Johan @ Eddy Luaran External Examiner

This dissertation was submitted to the Department of Curriculum and Instruction and is accepted as a fulfilment of the requirement for the degree of Master of Education

………..

Mohamad Ridhuan Abdullah Head, Department of Curriculum and Instruction

This dissertation was submitted to the Kulliyyah of Education and is accepted as a fulfilment of the requirement for the degree of Master of Education

………..

Ainol Madziah Zubairi Dean, Kulliyyah of Education

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DECLARATION

I hereby declare that this dissertation is the result of my own investigations, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degrees at IIUM or other institutions.

Angela Syafriani

Signature: ... Date: ...

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COPYRIGHT PAGE

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

UNDERGRADUATE STUDENTS’ SATISFACTION TOWARDS THE IIUM’S LEARNING MANAGEMENT SYSTEM

(I-TA’LEEM)

I declare that the copyright holders of this dissertation are jointly owned by the student and IIUM.

No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below

1. Any material contained in or derived from this unpublished research may be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieved system and supply copies of this unpublished research if requested by other universities and research libraries.

By signing this form, I acknowledged that I have read and understand the IIUM Intellectual Property Right and Commercialization policy.

Affirmed by Angela Syafriani

……..……….. ………..

Signature Date

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ACKNOWLEDGEMENTS

All praise to Allah, the Most Gracious and the Most Merciful, Who has continuously blessed and guided me in completing this dissertation. Peace and prayers be upon our beloved Muhammad (S.A.W) who has guided me to the right path.

Firstly, it is my utmost pleasure to dedicate this work to my dear parents (Alm.

Zulham Tanjung bin Noor K.N and Alm. Hj.Yuslidar binti Darwis), my parents in-law (Alm. H. Asri Kalimantan and Hj. Nursiah Hasibuan binti Gabe Hasibuan) , my husband Amir Yani bin Asri Kalimantan, my children (Toha Asri bin Amir Yani, Jauzi Al Maghribi Asri bin Amir Yani and Qaisara Taqiya Asri binti Amir Yani), and my family who granted me the gift of their unwavering belief in my ability to accomplish this goal: thank you for your support and patience.

I wish to express my appreciation and thanks to those who provided their time, effort and support for this project. To the members of my dissertation committee, thank you for sticking with me.

Finally, a special thanks to Asst. Professor Dr Sulaiman Hashim for his continuous support, encouragement and leadership, and for that, I will be forever grateful.

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CHAPTER TWO: LITERATURE REVIEW ... 18

2.1 Introduction ... 18

2.2 The Definition of E-Learning ... 18

2.3 Advantages of E-Learning ... 22

2.4 E-Learning in Malaysia ... 23

2.5 E-Learning at International Islamic University Malaysia (IIUM) ... 26

2.6 Satisfaction Towards Learning Management System Usage ... 30

2.7 Factors Affecting Satisfaction Toward Learning Management System (i-Ta‟leem) ... 31

2.8 Students‟ Satisfaction toward i-Ta‟leem Based on Their Gender, Kulliyyah and Experience in Using Computer ... 34

2.9^………..Measurement of Students‟ Satisfaction toward Learning Management System (i-Ta‟leem) ... 35

2.10 Summary ... 36

CHAPTER THREE: RESEARCH METHODOLOGY ... 38

3.2 Research Design ... 38

3.3 Location of the Study ... 39

3.4 Population ... 39

3.5 Sampling Procedure ... 40

3.6 Research Instrument ... 42

3.7 Validation of Instrument ... 46

3.8 Reliability of Instrument and Pilot Study ... 51

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3.9 Data Collection Procedure ... 52

3.10 Data Analysis ... 53

3.11 Summary ... 54

CHAPTER FOUR: DATA ANALYSIS AND RESULTS ... 55

4.2 Demographic Profile of the Respondents ... 56

4.3 Results of the Study ... 59

4.3.1 I-Ta‟leem Usage Among Students at IIUM. ... 60

4.3.2 Students‟ Satisfaction Toward Learning Management System (I- Ta‟leem) Among IIUM Students. ... 62

4.3.2.1 Student Factors ... 63

4.3.2.2 Instructor Factor ... 64

4.3.2.3 Course Factor ... 65

4.3.2.4 Technical Factor ... 66

4.3.2.5 Design Factors ... 67

4.3.3 The Influence of Gender, Kulliyyah and Experience Using Computer Toward Students‟ Satisfaction in Using I-Ta‟leem ... 68

4.3.3.1 Influence of Gender toward Students‟ Satisfaction in Using (I-Ta‟leem)... 69

4.3.3.2 Influence of Kulliyyah toward Students Satisfaction in Using (I-Ta‟leem) ... 69

4.3.3.3.Influence of Experience in using Computer toward Students Satisfaction in Using (I-Ta‟leem) ... 72

4.4Summary of Results ... 75

CHAPTER FIVE: DISCUSSION AND CONCLUSION ... 77

5.1Introduction ... 77

5.2 Discussion of the Result ... 77

5.2.1 Research Question 1: What is The Extent of the Learning Management System (I-Ta‟leem) usage among Students at IIUM? ... 78

5.2.2 Research Question 2: What are the Extents of Satisfaction Toward The Learning Management System (I-Ta‟leem)? ... 79

5.2.3 Research Question 3: Are there any Significant Differences in the Factors Related to Students‟ Satisfaction toward Learning Management System (I-Ta‟leem), based on Their: Gender, Kulliyyah, And Experience in using Computer. ... 83

5.2.3.1 Gender ... 83

5.2.3.2 Kulliyyah ... 83

5.2.3.3 Experience in Using Computer... 84

5.3 Implications of the Study ... 85

5.4 Recommendations for Future Study ... 86

5.5 Counclusion ... 86

REFERENCES ... 88

APPENDIX A ... 95

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LIST OF TABLES

Table No. Page No.

3.1 Population of IIUM Undergraduate Students - Years of

Intake 2017/2018 40

3.2 Krejcie and Morgan‟s (1970) Guidelines for Determining

Minimum Sample Size from a Given Population 41

3.3 Distribution of Sample Based on Kulliyyah 42

3.4 Demographic Characteristics 43

3.5 Utilization of i-Ta‟leem Questionnaire 43

3.6 Students‟ Satisfaction on i-Ta‟leem 44

3.7 Summary of Questionnaire Items 46

3.8 Content Validation for the Use of i-Ta‟leem 47

3.9 Content Validation of Students‟ Satisfaction 48

3.10 Summary of Questionnaire Items 50

3.11 The Numbers Participants of the Pilot Study (n=30) 51

3.12 Reliability Estimates of the Constructs 52

3.13 The Summary of Data Analysis 54

4.1 Gender of Respondents (N=375) 56

4.2 Kulliyyah of Respondent (N=375) 58

4.3 Respondents‟ Experience in Using Computer (N=375) 59

4.4 Utilization of i-Ta‟leem (N=375) 61

4.5 The Overall Result for Students‟ Satisfaction toward

i-Ta‟leem at IIUM 63

4.6 Descriptive Data for Students Factor (N= 375) 63 4.7 Descriptive Data for Instructor Factors (N= 375) 64 4.8 Descriptive Data for Course Factors (N= 375) 66

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4.9 Descriptive Data for Technical Factors (N= 375) 67

4.10 Descriptive Data for Design Factors (N= 375) 68

4.11 The Descriptive Data of t-test Group Statistics (N=375) 69 4.12 Summary of t-test Data in Different Factors related to

Students‟ Satisfaction toward Learning Management System

(i-Ta‟leem) based on Gender Independents Sample Test 69 4.13 Summary of the influence related to the Students‟

Satisfaction toward Learning Management System (i- Ta‟leem) Regarding Kulliyyah at IIUM Gombak Main

Campus 70

4.14 Descriptive of Influence of Kulliyyah toward Students

Satisfaction in using (i-Ta‟leem) 70

4.15 Summary of the Differences in the Students‟ Satisfaction toward E-Learning (i-Ta‟leem) Regarding Experience in

Using Computer 73

4.16 Descriptive of Influence of Experience in using Computer

toward Students Satisfaction in using (i-Ta‟leem) 74

4.17 Summaries of the Results 76

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LIST OF FIGURES

Figure No. Page No.

1.1 Practical Models by Malik. M. W (2010) 11

1.2 Conceptual Frameworks in this Study 12

2.1 I-Ta‟leem Layout – The Homepage 27

2.2 Security Feature – User Identification 27

2.3 Lecture‟s View: i-Ta‟leem Layout – General Course Page 28

4.1 Respondents‟ Demographic based on Gender 57

4.2 Respondents‟ Demographic based on Kulliyyah 58

4.3 Means Plots of Influence of Kulliyyah toward Students

Satisfaction in using (i-Ta‟leem) 72

4.4 Means Plots of Influence of Experience Using Computer

toward Students Satisfaction in using (I-Ta‟leem) 74

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CHAPTER ONE INTRODUCTION

1.1 BACKGROUND OF THE STUDY

With the advent of technology nowadays, the application of technology has become pervasive at higher education levels. The education system is moving from the old traditional method to a more electronic method. E-learning or Electronic learning has become an efficient medium in transmitting information and lessons via online. Chai, Woo and Wang (2010) highlighted that e-learning assist both teachers and students to seek answers to problems they encounter from the internet.

It has been recorded that the development of e-learning had begun since the 19^th century and had quickly advanced since then. In 1840, Isaac Pitman had introduced the long distance learning method with his students. He sent students‟

assignments via correspondence (Epignosis LLC 2014). This is actually a breakthrough from the traditional classroom style of teaching-learning. With time, e- learning became the order of the day and according to Kidd (2010) the first person who started e-learning is Blitzer (1962) which was later expanded by Suppes (1964).

In fact, Blitzer invented an instrument called PLATO in 1962. PLATO is a mainframe-based system that requires hardware and software apparatus that operationalized the education system with the use of computers. In 1964, Suppes states that computers are a very influential medium of instruction for learning and for detecting students‟ understanding of simple as well as complex matters. Since 1980, people have begun to use computers at home and had gradually improved their competency in using computers. Hence, in 1990, many people were capable to study

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via online accesses. An e-book article (Epignosis LLC, 2014) states that several schools have already used the e-learning method of teaching and learning and have enjoyed several benefits like low postage fees, saving time and energy and obtaining numerous information and in-depth knowledge on certain issues that they looked for.

According to Kidd (2010), the rapid development of e-learning via the online learning method saw many Open Universities being established in Britain. To facilitate further the learning and teaching activities, they offered free Wi-Fi services for staff and students to surf the internet. This e-learning culture has spread worldwide, spreading as far as to reach Malaysia. One particular university in Malaysia, the International Islamic University Malaysia (IIUM) has also practiced the e-learning platform using a Learning Management System (LMS) known as Moodle (Modular Object Oriented Dynamic Learning Environment). The LMS used by IIUM is called i-Ta‟leem. Other universities that use LMS include University Utara Malaysia, University Tun Abdul Razak and University Putra Malaysia.

Traditionally, the Islamic teaching encourages its people (ummah) to expand their creativity, improve their intellectual and spiritual development in order to face the challenges in life. The Prophet Muhammad (P.B.U.H) was an exemplary educator on earth who patiently guided his ummah towards doing good and avoiding evil. His method of teaching could be emulated in the present day teaching approaches.

Meanwhile, at the first World Conference on Muslim Education held in Mecca in 1977, Islamic education was defined as having several characteristics as reflected by the statement below:

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“Education is meant to balance total personality development with one‟s spiritual, intellectual, emotional and rationality of oneself. In fact, holistic education should motivate and fulfill total human development in all aspects of life namely spiritual, intellectual, imaginative, physical, scientific, and linguistic at individual or communal level towards doing well and attaining great achievements” (Asraf, 1985 as cited in Madarsha, 2016).

Hence, Muslim educators strive to inculcate all these traits in their students (Ibrahim as cited in Madarsha, 2016). In addition, technology is also seen as having an important role in enhancing creativity, improving intellectual capacity, elevating spirituality for students and therefore should be capitalized towards this end.

In relation to the importance of education, a fundamental point begins with the first revealed verse in the Quran in the chapter „Al-‘Alaq‟ verse 1, Allah commands man to read (iqra’), examine, study and understand what He has bestowed on earth for mankind. In light of this, an approach to transfer knowledge is the key for the educator student relationship. Fortunately, with the internet, the process of knowledge transfer could be done swiftly, saving both time and expense. This process is possible by the e- learning system of education.

E-learning is a platform for learning and information dissemination via the internet. The e-learning method of education has been rapidly spreading around the world. In Asia, especially in Malaysia in 1991, the fourth Prime Minister of Malaysia, Tun Dr. Mahathir Muhammad had incorporated in the Vision 2020 the need for advanced information technology in order for Malaysia to be at par with other developed nations of the world (Ahmed, A. et al., 2010).

In 1996, the Multimedia Super Corridor (MSC) was introduced to expand the ICT infrastructure and use of information technology. This Corridor aided the government to speed up socio-economic developments via the efficient network of the MSC. MSC had focused on seven flagships namely: Electronic Government,

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Multipurpose Card, Smart School, Telehealth, Research and Development Cluster, Electronic Business, and Technopreneur Development (MSC Malaysia, 2012).

At the same time, the National Information Technology Council (NITC) had been established in 1994 to advice government on matters relating to ICT (Ahmed, A.

et al., 2010). In 1996, NITC launched NITA (National Information Technology Agenda). The primary objective was to ensure the orderly transformation of the Malaysian society into an information - and knowledge –based civil society by 2020 (cited in Haris, S. et al. 2010). The government had adopted NITA as a major strategy for national development and nation building. Pursuant to that, Malaysia has joined the e-world by practicing e-community, e-public service, e-economy, e-learning and e-sovereignty (Haris, S. et al. 2010).

Since e-learning and advanced telecommunication technology have been around for two decades in Malaysia, the Ministry of Education thought it was time for all Higher Education Institutions to provide quality education and offer easy access to information and knowledge to every Malaysian via e-learning. The Minister of Education then called for the preparation of a National e-learning Policy for all Higher Education Institution which was introduced in August 2010. This constitutes one of the main policies in the National e-learning Policy which is also in line with e-learning submitted by NITC (NITC, 2010).

The National e-learning policy requires that all public universities adopt the Web 2.0 which enables the Learning Management System as the platform for e- learning online. The Web 2.0 application offers a learning strategy that suits the social environment (Ahmed, A. et al., 2010). According to Ehlers (2009), by using the Web 2.0 application, e-learning is capable of offering ubiquitous learning, lifelong learning, learning within the learning community, formal and informal learning and more

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importantly as a kind of learning that is not entirely dependent on teachers or educators and higher institutions.

Accordingly, e-learning is readily adopted by many universities in Malaysia such as University Tun Razak, University Multimedia, University Technology MARA, University Putra Malaysia, Open University Malaysia and others (Ahmed, A.

et al., 2010 & Embi, 2010). This shows that technological advancement has been successfully applied in Higher Educational Institutions in Malaysia and has revolutionized the education system by moving towards the online e-learning system.

Consequently, there are many positive opinions regarding the outcomes of the e-learning system in both the Public and Private Institution of Higher Learning in Malaysia. The researchers like Mohd. Kohairuddin, et al. (2004); Larkin. (2007);

Yusup, et al. (2008) have all shown that e-learning produce efficient teaching-learning results.

The International Islamic University Malaysia (IIUM) practices the blended learning system where the traditional teaching method is complemented with the e- learning system. With the traditional method being the conventional classroom style of learning is still prevalent. The e-learning is facilitated by the free Wi-Fi service and internet access for staff and student use. In addition, IIUM has an e-learning platform LMS that uses the Modular Object Oriented Dynamic Learning Environment (Moodle) and currently known as i-Ta‟leem which is an innovative system for online learning and teaching.

I-Ta‟leem has proven to be very beneficial for both students and lecturers because it tackles the problems of time limitations, cost and space constraints. In addition, students could interact and communicate with their lecturers freely and conveniently. It is a secure system as students are required to enter their username and

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passwords first before they could gain access into i-Ta‟leem. The use of LMS is supportive to learning for students (Easow et al., 2013). Lonn dan Teasley (cited from Klobas & Mc Gill, 2010) also agree with this statement that LMS really help in improving the learning process of students. Consistent with these development Mohamed et al., (2012) propose that LMS be used as the policy of using technology in education. Additionally, it is also recognized that e-learning especially LMS or i- Ta‟leem is paperless. Therefore, the education system supports the Green movement to save natural environment (Madarsha, 2016).

1.2 STATEMENT OF THE PROBLEM

In Islam, a person of knowledge should impart knowledge of Islam to others. With modern technology the method of teaching has become more efficient and extensive.

Likewise for higher education, the use of internet facilities should be maximized and become the backbone of the education system (Madarsha, 2016). The e-learning system involves Learning Management System (LMS) which according to Vicheanpanya (2014) has become the teaching-learning model nowadays. LMS act as the virtual link between students and lecturers without having to attend classes in person (Nor Azura & Lee, 2013). Also, lecturers are able to format contents and sources conveniently for the students (Sallum, 2008). Other advantages of LMS include the abilityto study better, ease of interaction among fellow students and lecturer, automation of attendance recording, and the actual time spent surfing the internet could be tracked (Mahnegar, 2012; Xin, Guilbaud, Hongxia & Tao, 2012).

This is supported by Alfadly (2013) who agrees that LMS facilitates students‟

registration process; students are able to submit assignments to their lecturers conveniently and Student registration can be done systematically. Xin et al (2012)

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further adds that LMS is capable to support large audio and video files therefore allowing postage or downloading of assignments and homework easily. Subsequently, Mohamed et al (2012) reiterates that LMS should be practiced in the education system.

In IIUM, the LMS which is now referred to as i-Ta‟leem has become an important medium to assist the teaching and learning system. Various studies looking at IIUM‟s e-learning has been conducted, among them, Embi (2010)states that many lecturers and students in IIUM use Facebook, Google Drive, Dropbox to facilitate their study process. Noraini et al., (2015) stated that LMS in IIUM is mandatory;

therefore everybody has to abide by this policy. However, another researcher, Usman (2014) finds that there are some IIUM students who were not interested to use LMS.

This was due to the hassle to download materials that takes a long time (Juhary, 2014), and sometimes delays occur when downloading due to the internet server‟s crashing or traffic and they were not confident about safety for fear of abuse from other users (Phaik et al., 2014). Meanwhile, Mahfus (2015) has done a study on how the use of i-Ta‟leem in IIUM influences the emotions of the users, and what types of emotions resulting from the use of i-Ta‟leem. However his study only mutes one faculty, the Kulliyyah of Information and Communication Technology (KICT). The variables in his study include students‟ personal data, students‟ identification, communication channels, applicability and advantages of i-Ta‟leem for e-learning among the students and the impacts of using e-learning on students‟ emotion.

Despite numerous studies on e-learning in IIUM, they were mostly focused on usability, efficiency, functionality, and maintainability of LMS. Thuseethan (2014) found that the efficiency of the computer based systems increased and the risks involved in any mode of activity were reduced. The usability is becoming a significant

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concern in e-learning applications planning and usage (Inversini at al., 2006).

Algahtani (2011) investigated the effectiveness of e-learning and found that the benefits of e-learning are greater than the benefits of traditional learning when used in the proper way. Meanwhile, little has been done to study the satisfaction of the use of i-Ta‟leem. Satisfaction levels can be gauged from different angles and perspectives based on gender, faculties and experience of usage of computer. Hence, a systematic investigation of the issues in using i-Ta‟leem as outlined above needs to be carried out. However, before the evaluation on the level of satisfaction of its usage could be justified a detailed examination of i-Ta‟leem services needs to be done first to enlighten users on the actual advantages of using it. This study attempts to study these two aspects. In addition, the questionnaire of this study included problems of the usability, efficiency, functionality, maintainability of e-learning.

1.3 RESEARCH OBJECTIVE

The objectives of this study were to determine the extent of learning management system (i-Ta‟leem) usage among students at IIUM and to investigate the extent of students‟ satisfaction toward i-Ta‟leem. Additionally, this study can prove different students‟ satisfaction toward i-Ta‟leem, based on gender, kulliyyah and experience in using computer.

1.4 RESEARCH QUESTIONS

Related to the Research Objectives, there are three Research Questions that need to be answered. They are:

RQ1: What is the extent of learning management system (i-Ta‟leem) usage among students at IIUM?

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RQ2: What is the extent of IIUM‟s students‟ satisfaction toward IIUM learning management system (i-Ta‟leem)?

RQ3: Are there any significant differences in the factors related to students‟

satisfaction toward learning management system (i-Ta‟leem), based on : a. Gender

b. Kulliyyah

c. Experience in using computer.

1.5 RESEARCH HYPOTHESIS

The research hypotheses for the present study are as follows:

H1: Students‟ satisfaction towards learning management system (i-Ta‟leem) is significantly differences by gender.

H2: Students satisfaction towards learning management system i-Ta‟leem is significantly differences by kulliyyah.

H3: Students‟ satisfaction towards learning management system i-Ta‟leem is significantly differences by experience in using a computer.

1.6 SIGNIFICANCE OF THE STUDY

As mentioned earlier, i-Ta‟leem is a platform that helps students in learning through online learning. Their ability to take advantage of i-Ta‟leem could be of great benefit for them. The results of this research will be able to contribute information to the IIUM management, kulliyyah, lecturers and students.

Furthermore, the IIUM management should get feedback on the challenges and deficiencies that need to be addressed to enhance the effectiveness of e-learning system at universities. Through this, the university could provide an enabling

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environment for students to use i-Ta‟leem efficiently. The university should also need to improve internet facilities for students in the campus so that they will always have easy to access i-ta‟leem when needed. The result of this study also can assist the IIUM management in making a credible case to enforce the use of i-Ta‟leem in the teaching and learning process. Therefore, students and lecturers will benefit from using i- Ta‟leem at IIUM.

At the Kulliyyah level, this investigation may prove to indicate that the student‟s interest in accessing i-Ta‟leem is large. Therefore, the kulliyyah can build and develop the use of i-Ta‟leem in their place. Its purpose is to stimulate and improve students‟ academic performance. The kulliyyahs should suggest that all the staff must access i-Ta‟leem in their teaching and should also provide training to them. Moreover, this result of this study can identify which kulliyyahs utilise i-Ta‟leem inadequately, so the management of the university could easily initiate solutions to step up its usage.

Through i-Ta‟leem, lectures can easily upload and update materials to be sent, so students will have the preparation to enter the class. This research can help lecturers to know and try to improve their weaknesses in a better direction. If lecturers understand the importance of i-Ta‟leem to students‟ academic development, it could be used for the purpose of stimulating and improving students‟ academic performance.

I-Ta‟leem can also improve student-lecturer interaction as some students only feel confident when interacting with their lecturer by e-mail or message rather than direct communication.

Furthermore, this research can make students understand the effect i-Ta‟leem has on their study by showing that i-Ta‟leem can help students learn at their own place and they can communicate with their fellow peers. Additionally, i-Ta‟leem assists registration processes and facilitates grading and student profile updating process.

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Consequently, they will use i-Ta‟leem to its full potential. Most importantly, this study will contribute to decision makers to make any intervention based on the finding derived from this study to disseminate learning management system or i-Ta‟leem adoption among students and lecturer in IIUM.

This study stresses the importance of i-Ta‟leem of its role in educational digital technologies and it can also be useful to specialists in digital technologies to create programmers for the curriculum planners and designers that suit all subjects.

1.7 CONCEPTUAL FRAMEWORK

This study adapted a theoretical framework suggested by Malik (2010) who found that there are five factors identified to develop student‟s satisfactions which are student factor, instructor factor, course factor, technical factor and design factor. Therefore, students‟ satisfaction toward e-learning is adapted as shown in Figure 1.1

Figure 1.1 Practical Models by Malik. M. W (2010)

The figure indicated the relationship between the dependent measure (student factor, instructor factor, course factor, technical factor and design factor) with independents measure (students‟ satisfaction). Each dependent variable carries with it some question for the survey.

-Student Factor -Instructor Factor - Course Factor - Technical Factor - Design Factor

Students‟ Satisfaction

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In addition, the researcher will also investigate if the students‟ satisfaction toward i-Ta‟leem is influenced by differences in gender, kulliyyah and experience in using computer. The first arrow indicates that the measure of five factors will get the result of the extent of students‟ satisfaction towards the learning management system (i-Ta‟leem). A second arrow will indicate the difference in gender in students‟

satisfaction towards the learning management system (i-Ta‟leem). The third arrow signals the difference in kulliyyah in students‟ satisfaction toward learning management system (i-Ta‟leem) at IIUM(Gombak). The last (fourth arrow) indicates the difference in students experience in using computer in relation to their satisfaction towards the learning management system (i-Ta‟leem) at IIUM. The conceptual model for this study shown in Figure 1.2

Figure 1.2 Conceptual Frameworks in this Study - Students Factor

- Instructor Factor - Course Factor - Technical Factor - Design Factor

Gender

^Kulliyyah

Experience in using computer

Students‟

Satisfaction

Kulliyyah o

SYSTEM (I-TA‟LEEM)

UNDERGRADUATE STUDENTS‟ SATISFACTION TOWARDS THE IIUM‟S LEARNING MANAGEMENT

ANOVA

T-test ةلقتسلدا

DECLARATION

COPYRIGHT PAGE

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

CHAPTER TWO: LITERATURE REVIEW ... 18

CHAPTER THREE: RESEARCH METHODOLOGY ... 38

CHAPTER FIVE: DISCUSSION AND CONCLUSION ... 77

REFERENCES ... 88

LIST OF FIGURES

CHAPTER ONE INTRODUCTION

1.2 STATEMENT OF THE PROBLEM

1.3 RESEARCH OBJECTIVE

1.5 RESEARCH HYPOTHESIS

1.6 SIGNIFICANCE OF THE STUDY

1.7 CONCEPTUAL FRAMEWORK

Gender