Student Perception of Use of E-Learning in Saudi Arabian University - Research Paper Example

Chapter 4 RESEARCH FINDINGS AND DATA ANALYSIS 4.1. Introduction. This chapter reports about the data findings then data analysis. Findings are in relation to the data research question; data analysis was done to identify the relationship that exists between e- learning and factors like students’ perception, language used in e-learning websites barriers and technological skills which limit e-learning efficiency and effectiveness in the King Saud University. Data was obtained from questionnaires which were administered online completed by 200 education students undertaking the e -learning course. An inclusion and exclusion criterion was that the students were undertaking the e-learning course within the institution. The research was conducted on 200 participants who responded adequately though some individual questions in the questionnaire were not fully responded. Stated number of respondents was identified as the research only aimed at students who had e-learning experience and had enrolled for the e-learning course in kings Saud University. The questionnaire contained three parts and the data generated was presented as below. The first part is comprised of the data related to students’ perception on use of e-learning in kings Saud University. The second part is comprised of the data relating to English integration as communication language in e-learning in identifying its importance and usage in Arabic dominated country. The third area is comprised of data related to technological skills and e-learning in elaborating technological skills and their impact to the e-learning in KSU. 4.2 Data analysis and presentation methods. Descriptive statistical analysis was used to find out frequencies and percentages in relation to questionnaire questions in part 1 of each individual question. Qualitative part of the questionnaire will be analyzed qualitatively in identifying the barriers associated with e-learning. Not all students responded to the questionnaire therefore reported percentages are in line with the students who answered specific question. The analysis is also conducted to identify the correlation between different variables. Statistical significance of testing the relationship between or among the identified variables was done using the Chi Square test method; with 0.005 level of significant. 4.3. Findings discussion. 4.3.1. Language challenges in e-learning. Respondents were asked questions relating to language and e-learning to identify whether language problem is one of the e-learning challenges in Kings Saud University. Respondents answered quantitative questions effectively but certain percentage answered the open ended questions. This was made to make it clear and enhance better understanding of the English level of the respondents depending on their own views. The respondents were asked on how English was likely to impact the quality of their e- learning. More so on how it affects their search process at English sites. In this regard only 45 students out of 200 i.e. (22.5%) responded to the question; provided information on their English skills level especially when accessing websites with English contents. Out of the respondents 37 respondents claimed that they find it easy accessing information on the English websites and English impact the quality of their e-learning in the institution. Moreover they respondents also added that their English skills enhance their search on the English websites. It was also identified that students with English skills are in a position to solve any technical problem associated with the resources they use in e-learning and that English base enhances better understanding of the e-learning concepts. 8 participants indicated that they find it hard reading and accessing information related to English website, as they take long accessing information and they have to translate the information in their own language to capture the concept. It was also pinpointed that they find it difficult accessing the English websites inhibiting the effectiveness of e-learning hence lack of English knowledge impacts the quality of their e-learning. Importance of English in e-learning Participants were asked to identify the weight they could give to the importance of English in e-learning. English is mostly used as the means of enhancing the communication between the tutor and the students. All respondents did not respond to the question; 187 respondent to the question. 40.1 percent of the total responds agreed on the statement that English is very important in e-learning which comprised of largest percentage of the sample. Least number of the participants who strongly disagreed with the statement was 4.3% of total respondents. In regard to the portion which respondent the findings are indicated in Figure 1. The information is provided with regard to the number of respondents who respondent to the question but not the total number of respondents. Figure 1. Need to access English-based websites for my e-learning. Participants were also asked to tick appropriately on whether they need to access English based website for their e-learning. Students responded adequately to the question and only 185 out of 200 respondents to the question. Out of the 185 respondents 63.8% agreed with the statement that they need English based websites for their e-learning, while 36.2% disagreed with the fact that they need to access English based websites for their e-learning websites. I need to access English-based websites for my e-learning Frequency Percent Valid Percent Cumulative Percent Valid Yes 118 59.0 63.8 63.8 No 67 33.5 36.2 100.0 Total 185 92.5 100.0 Missing System 15 7.5 Total 200 100.0 Table1. Figure 2. Adequate English skills and engagement to e-learning comfortably The participants were asked to identify whether they had adequate skills in engaging in e-learning comfortably. Out of the total participants only 185 students responded to this question. The research revealed that 62.2% had adequate English skills for engaging on e-learning comfortably while 37.8% claimed that they don’t have adequate skills for learning comfortably. The data was identified to prove whether there exists any relationship between the need to access English website for my e-learning and the having adequate skills and engage to e- learning comfortably. Chi square test was used to identify the relationship where by the calculated Pearson Chi square was 0.309 which was larger than the significant test value which was 0.05. I have adequate English skills to engage in e-learning comfortably Frequency Percent Valid Percent Cumulative Percent Valid Yes 115 57.5 62.2 62.2 No 70 35.0 37.8 100.0 Total 185 92.5 100.0 Missing System 15 7.5 Total 200 100.0 Table 2. Figure 3. Data analysis In regard to English language and its impact to respondents e-learning the response rate was very low where by only 22.5% of the total 200 respondents answered the question. The research revealed that out of the respondent’s majority 37 respondents have adequate English skills and finds it easy accessing the websites especially English websites. 8 indicated that they finding hard accessing English websites. This reveals that use of the Arabic language in Kings Saudi University impacts the effectiveness of e-learning as some of the students have to translate website into Arabic to have better understanding of the website contents. English knowledge has impacted the quality of e-learning the students receive at the institution ( Keller & Suzuki, 2004). To some English impact on how they access English based websites for e-learning as most websites are written in English but not Arabic. Therefore language used in e-learning impacts its effectiveness in Kings Saudi University. The research also pinpointed out that in identification of the importance of English language in e-learning that different students have different perception on whether English language is crucial in e-learning. 4.3% strongly agreed, 6.4% disagreed, 20.9% neither agreed nor disagreed, 40.1% agreed while 28.3% strongly agreed with the statement. Therefore there are certain percentage of students 10.7% who feel that English is not the only language which could enhance e- learning therefore other language could also be used and enhance e-learning in the King Saud University. Moreover e-learning apart from being enhanced by use of English language others languages like Arabic should also be incorporated to enhance e-learning. Other respondents felt that English is the only language which could be used to enhance e-learning in the institution (Chyung, 2001). Majority of the participants attach great importance to the English language as they feel it as a crucial component for their e-learning. Language could therefore be anticipated as the source of the low use of e-learning in King Saud University. The research also identified that not all the students use English websites for their e-learning, therefore there are those which use different websites for their e learning. Out of those who respondents majority 63.8% supported the claim that they need English language for their e-learning, while 36.2% disagreed with the statement claiming that they don’t need English for the e-learning. This indicates that there are some students who never bother to access English websites as they find them equal important as any other website and they are advantaged when using Arabic websites as they assist them in capturing the teachers’ concept adequately. Majority agreed that they access English website for learning hence English language is extensively used in King Saudi University. This could also mean that most students prefer using English websites as opposed to other websites in King Saud University. The research revealed that most students have adequate English skills hence they engage to e-learning comfortably though the university is located in Arab dominated country. English language is extensively used in the institution as most respondents 62.2% feel comfortable when engaging in e-learning (Bates, 2005). Therefore students in King Saud University have adequate English knowledge and they could use it in enhancing e-learning in the institution. Students ability to learn in English comfortably indicates that Arabic language has not impacted them extensively and more so when undertaking e-learning as they felt comfortable using English in their e-learning. Therefore we can conclude that English language is fully intergraded in the university. The study revealed that there exist no relationship between the students need to access English based websites for their e-learning and whether students have adequate English skills in engaging to the e learning comfortably. The correlation between the variables was not statistically significant at 0.05 level of significant. The result revealed that there exists no relationship between the two variables. Different researches have shown similar results therefore we can conclude there are some students who have adequate English skills but don’t need to access the English based websites for their e-learning (Salmon & Page, 2000). Therefore it can be inferred that even if king Saud University is in Arabic dominated country, the issue don’t impact e-learning in the institution as most of the students have adequate English knowledge and skills which they use adequately in enhancing their e-learning courses. 4. 3.2 Technological skills. What suggestions do you think could help in improving and supporting e-learning? The participants were asked in open ended question to identify what technological changes they think should adequate and established in the university in improving and supporting the e-learning. Out of the 200 respondents only 32 responded to this question. 12 of them were for the idea that the university should solve technical problems hence improving the quality of e-learning. The respondents also remarked that the institution requires providing adequate services and maintenance to the available resources to enhance their effectiveness and improve the quality of e-learning in the institution. 7 respondents claimed that to improve the quality of e-learning the institution should take further step in educating and informing different students and even the public on the need for the e-learning. Moreover they added that they find it necessary for the university to provide adequate computer skills to the students especially those who are taking the e-learning course for them to have a clear skills and knowledge as technical problems have been as issue to them when taking the e-learning courses. In addition to that 10 respondents claimed that the quality of e-learning in the institution could be solved by holding conferences and training the faculty staffs and members on how to use the blackboards and Smart boards. They put forward that this will enhance the trainers skills on how to attend the e-learning class adequately and effectively. 3 respondents were for the idea that e-learning in the university could be improved by ensuring that lecturers provide e-books to the students rather than providing the paper books as they claimed that it limits the effectiveness of e-learning. Access to internet in the King Saud University is not strongly regulated. The participants were asked to rate the level at which the school internet access is regulated as this could impacts the effectiveness of e-learning and how it is conducted within the institution. All participants did not respond adequately therefore only 183 respondents answered the question. Out of the respondents it was identified that majority 26.78% were not sure whether the internet access is fully regulated in the institution or not. Equal number of participants disagreed and agreed with the statement as 25.68% of the total participants agreed that the instruction internet access if regulated while other 25.68% claimed that they disagreed with the statement. 14.21% strongly disagreed with the statement while 7.65% strongly agreed with the fact that internet access if fully regulated within the institution. Figure 4. In e-learning courses, access to chat rooms and discussion forums is available The respondents were also asked on availability of the chat rooms and discussion forums when learning through e-learning. 180 of the total participants responded to the question. Out of the respondents 29 strongly disagreed, 39 disagreed, 76 neither agreed nor disagreed, 26 agreed while 10 strongly agreed on the claim that in e-learning access to chat rooms and discussions forums is available. This revealed that large proportion of the participants is not sure whether chat rooms are accessible and discussion forums available in e-learning. The percentages of the respondents’ participation are as in figure 5 Figure 5. E-learning support is available to assist all students in accessing courses, materials and learning resources The respondents were asked to identify the e-learning support availability within the institution. Only 179 of the total participants responded to the question. The findings showed that majority 38.0% of the participants neither agree nor disagree with the statement. While 30.7% of the respondents agree that e-learning support is available for assisting students when accessing material online, with 6.7% strongly disagreeing and 14.5% disagreeing on the statement; and 38% neither agreeing nor disagreeing on the statement.The graph 6. showing the distribution of the respondents is provided below. Figure 6. I can access e-learning courses from outside the University. The participants were also asked to identify their ability to access e-learning courses from outside the university where by 179 of the total respondents responded to this question. Large number of the participants 49.1% agreed that they have access while least number of the participants 3.4% strongly disagreeing hence they don’t have access to e-learning from outside the university. The results were as indicated in the graph figure 7. figure figure 7. I am skilled in using a computer and Internet The respondents were also asked to tick appropriately whether they had skills with regard to computer and use of internets. Not all respondents responded to this question; only 184 of the total participants responded. Out of total participants 97.8% indicated that they are skilled in using computer and internet while 2.72% respondents showed that they are not skilled in using computer and internet. Figure 8 I regularly use discussion forums to communicate with other students The participants were also asked to identify how often they use discussion forums to communicate with other students when undertaking e-learning. 186 of the respondents participated where by 61.3% claimed that they regularly use discussion forums to communicate with other students. 38.7% claimed that they did not use regularly discussion forums to communicate with other students. Figure 9 . I regularly use discussion forums to communicate with teachers Students were also asked to identify how regular they use discussion forums to communicate with teachers. 184 of the total respondents answered the question whereby 30.4% claimed that they use discussion forums to communicate with teachers while 69.6% claimed that they don’t make use of discussion forums regularly to communicate to the teachers. Figure 10. I use Facebook, twitter and other social networks websites in e-learning courses The research also revealed that out of 185 respondents those who use facebook, twitter and other social networks in e-learning course were 40.54% while those who did not use social websites in e-learning were 59.46 of the respondents. Figure 11. Inferential statistics was also conducted to identify whether use of discussion forum to communicate with teachers correlated with use of discussion forum to communicate to other students. It was found out that the Pearson chi square value was 11.702a at percentage expected count of less than 5. Correlation between different variables was also calculated the results are as shown below. Correlations I am skilled in using a computer and Internet I regularly use discussion forums to communicate with other students I regularly use discussion forums to communicate with teachers I use Facebook, twitter and other social networks websites in e-learning courses I am skilled in using a computer and Internet Pearson Correlation 1 .006 -.033 .072 Sig. (2-tailed) .935 .659 .331 N 184 183 181 182 I regularly use discussion forums to communicate with other students Pearson Correlation .006 1 .253** .149* Sig. (2-tailed) .935 .001 .043 N 183 186 183 184 I regularly use discussion forums to communicate with teachers Pearson Correlation -.033 .253** 1 .156* Sig. (2-tailed) .659 .001 .036 N 181 183 184 182 I use Facebook, twitter and other social networks websites in e-learning courses Pearson Correlation .072 .149* .156* 1 Sig. (2-tailed) .331 .043 .036 N 182 184 182 185 **. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). Table 3. Data analysis Students identified the improvements they need to be done in the institution to enhance the quality of the e-learning in the institution. The research revealed that the students are not comfortable with the existing e-learning system and much should be done to improve its quality (Rakes, 2008). Therefore the organization should ensure adequate services, educate tutors, computer skills, provisions of e-book materials and ensuring that technical issues are fully solved within the institution. Regulation of the internet access in the institution is not extensive as most of the participants disagree with the fact that internet access in the institution if regulated. This means that the institution is enhancing and improving its e-learning systems by providing adequate learning resources (Rakes, 2008). The research also revealed that King Saud University chat rooms and discussion forums are available in e-learning though the chat rooms and discussion forums are not fully integrated within the institution as there are some participants who feel that much requires being done as far as chat rooms and discussion forums are concerned. The institution seems to have e-learning support though most participants are not aware of whether the support exists or not (Al-Shihri, 2010). This indicates that students don’t have adequate skills on what e-learning is and how it is conducted even though they are undertaking the e-learning course. This could also be anticipated to students ignorance and the institutions failure to elaborate further to the students on what e-learning support is and how they need to use it as the results reveals that most of the students are using e-learning material without knowing their importance. The e-learning in the institution is a bit improved as students can have access to the e-learning facilities online. Large number of the participants claimed to have access to e-learning from outside the learning institution which is a clear indication that e-learning in the University is advancing though there are students who seem not to be aware of e-learning components though they are taking the course. This could be attributed to be due to ignorance or institution failure to elaborate further to the students on the need for e-learning and what it entails (Piskurich, 2003). The research also identified that most of the students have computer and internet knowledge and skills which enhances the effectiveness of the e-learning in the university. Adequate computer and internet skills among the student’s shows that effectiveness of e-learning could be enhanced by educating the students whose skills are questionable. In addition to that the research has identified that students use the discussion forums often to communicate to other students. This reveals element of effective e-learning within the King Saud University. Most students don’t use discussion forums to communicate with their teachers which indicate that e-learning is not fully established as discussion forums are very crucial in e-learning systems (Al-Shihri, 2010). . It has also been identified that most students don’t like using social websites in e-learning. This could be due to the interruptions associated with the system hence they prefer using relevant websites in e-learning. Statistical analysis in identifying whether the students regular use discussion forums to communicate with other students is depended on student’s regular use discussion forums to communicate with teachers using Chi square test revealed that the Pearson Chi square value was 11.702a at percentage expected count of less than 5. Therefore we could reject the claim that the two variables are dependent and accept the fact that the two variables are not dependent; hence students’ regular use of the discussion forum to communicate with others does not depend on the students’ regular use of the discussion forum to communicate with teachers. In identifying the relationship between different variables through statistical analysis it was found out that different variables relate to each other while others are not related. With Pearson correlation rank which is near zero there is strong evidence against the null hypothesis therefore we can conclude that being skilled in computer and internet is not correlated to regular use of discussion forums to communicate to other students, use of discussion forums to communicate to teachers and use of social media networks in e-learning with 0.01 significant level but there is relationship between the variables under 0.05 level of significant. In addition to that it was also found that regular use of discussion forums to communicate to other student is not related to being skilled in computer and internet, whereas there is weak relationship between use of discussion forums and being skilled in computer and internet and use of discussion forum to communicate with teachers and use of social websites in e-learning at 0.01 level of significant. Under 0.05 level of significant the relationship exists between the regular use of discussion forum to communicate to the other students and being skilled in computer and internet. But there is no relationship between regular use of discussion forum to communicate to other and use of discussion forum to communicate to teachers or use of social websites in e-learning at 5% level of significant. To add on that at 0.01 significant levels, there exists no relationship between use of discussion forum to communicate to teachers and being skilled to use computer and internet. On the other hand there exists weak relationship between regular use of discussion forum to communicate to teachers, and regular use of discussion forum to communicate to students or use of the social media websites in e-learning. At 0.05 significant levels there exists a relationship between the regular use of the discussion forum to communicate to teachers and being skilled in computer an internet but no relationship between regular use of forum to communicate to teachers with regular use of discussion forum to communication with other students and use of social networking There is no significant relationship between the use of social media websites and being skilled in computer and internet, but there is weak relationship between use of social websites in e-learning and regular use of discussion forum to communicate to other students or teachers at 0.01 level of significant. At 5% level of significant there is a relationship between the use of social media websites and being skilled in computer and internet. But there exists no relationship between the use of social websites in e-learning and use of discussion forum to communicate to other students or teachers. Reliability Scale: All Variables Case Processing Summary N % Cases Valid 178 89.0 Excludeda 22 11.0 Total 200 100.0 a. Listwise deletion based on all variables in the procedure. Table 4. table 5. Cronbach's value for the 4 items is 0.854 which indicates that reliability is very high and the internal consistence of reliability is high. Reliability Scale: All Variables Case Processing Summary N % Cases Valid 183 91.5 Excludeda 17 8.5 Total 200 100.0 a. Listwise deletion based on all variables in the procedure. Table 6. Reliability Statistics Cronbach's Alpha N of Items .802 2 Table 7 Alpha value at 2 items is 0.802 indicating that the inter-correlation between the items is very high. And the internal consistency is also very high. 4.4. Chapter Summary. In the chapter there has been identification of the data methods, findings and data analysis. Research findings have found to be in line with other researchers which have been conducted on e-learning effectiveness in different institutions. To add on that, factors which impact the e-learning in King Saud University has been identified. Data findings were correlated to different variables are results presented in tabulation. The next chapter implications of the findings on the King Saud University and limitations of the study will be analyzed. References Al- Shehri, M. (Dec 2010) E-learning in Saudi Arabia: 'To E or not to E, that is the question. Medical education Journal; 17(3):147-150. Bates, A. (2005). Technology, e-Learning and Distance Education. London: Routledge. Chyung, Y. (2001). 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