College Student’s Academic Motivation to Study Online in Kuwait

Title: College Student’s Academic Motivation to Study Online in Kuwait
Category: Research Paper
Sub Category: Final Year Project
Subject: Research Methods
References: APA

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Abstract:

A study has been conducted to investigate the most ongoing topic of eLearning and factors motivating online learning amongst university students. The study is motivated by the rationale of ongoing pandemic which have resume avenues of e-learning across institutes in Kuwait. The study aimed to investigate the five factors which motivates e learning amongst students which includes Performance expectancy, Instruction methods, Facilitating conditions, Perceived utility and Perceived Flexibility. Using quantitative research methods, primary data has been gathered using questionnaire which have been distributed amongst n=205 respondents using random sampling methods. Findings of the study suggests that all five factors are significant motivators of online learning in public and privates institutes situated in Kuwait.

Section 1: Introduction

In the 21st century, technology has played a noteworthy role in the human life. It can be said that information technology has not only helped human beings in the ways we learn and the ways we use to perform our daily chores. Speaking of ways of learning, e-learning has modified the approaches used by the teachers to instruct and teach to the students. And further, it has affected the ways in which students are being taught these days. For instance, globalized electronic technology lets the teachers share their course materials in different ways with their students, such as PowerPoint presentations and recorded videos. It also allows the teachers to take live online stream classes and encourages a platform where student-to-student and instructor-to-student communication can be done easily either via chat messages or by simply asking them online.

1.1 Problem Statement:

Nowadays, the usage of web-based learning has become common around the world. Especially in these days of COVID-19 lockdown, the idea of web-based learning has been adopted by most of the institutions. Most of the educational institutes are using information systems (such as Blackboard, WebCT, and Moodle) for e-learning that enables online lecture delivery as well as improves the interaction between the instructors and the students (Fletcher, 2005; Ngai et al., 2007). The internet has been no less than a blessing from heaven in the era of lockdown that kept the world connected across borders. It is, in fact, global technology. This brings to the point the efficiency of such an amazing tool must be measured to better understand it (Nasser & Abouchedid, 2000).

With the progression of technology, electronic learning has become a modified methodology for imparting education. It is being adopted by many educational institutes, especially in the days of lockdown due to COVID’19. Without any doubt, it can be said that electronic learning has opened up new chapters in learning and teaching approaches. Moreover, with e-learning, the competency levels of employees have also been reportedly improved in the private sectors. Kopf (2007) worked on the e-learning market and results revealed that the United States has already implemented 60% e-learning, Europe has applied 15%, and 25% has been applied in Asia, which is reportedly increasing day by day(Kopf, 2007).

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1.2 Rationale of the Research:

The e-learning is thereby the method of using electronic technologies to learn educational resources in a non-conventional way. This advanced technology holds power to enhance the instructional effectiveness of the teachers for all types of students by allowing an individualized approach of learning and letting all the students experience in-the-moment interactions with their fellow mates and the teachers. The productivity of e-learning technologies should be locally assessed, as the local belief systems, norms, and societal regulations always have a high impact on them (Lopez-Fernandez, 2017; Rufín et al., 2018).

1.2.1 Statement of Research Objectives:

• To investigate the impact of performance expectancy on e-learning of students in Kuwait during Covid-19.
• To investigate the impact of instruction method on e-learning of students in Kuwait during Covid-19.
• To investigate the impact of facilitating conditions on e-learning of students in Kuwait during Covid-19.
• To investigate the impact of perceived utility on e-learning of students in Kuwait during Covid-19.
• To investigate the impact of perceived flexibility on e-learning of students in Kuwait during Covid-19

1.3 Factors Identified:

• Performance expectancy
• Instruction methods
• Facilitating conditions
• Perceived utility
• Perceived Flexibility

1.4 Research Hypothesis:

• H10: Performance expectancy have significant statistical relationship with e-learning of students during Covid-19.
• H20: Social Influence have significant statistical relationship with e-learning of students during Covid-19.
• H30: Facilitating conditions have significant statistical relationship with e-learning of students during Covid-19.
• H40: Perceived utility have significant statistical relationship with e-learning of students during Covid-19.
• H40: Perceived flexibility have significant statistical relationship with e-learning of students during Covid-19.\

1.5 Definition of Terms:

Performance Expectancy: The performance expectancy is defined as the extent to which a person has confidence in that he/she can have the advantage in his/her work performance with the aid of an information system such as the internet (Venkatesh et al., 2003)
Instruction Methods: The methods and modes of instructions to implement the course curriculum.
Facilitating Conditions: The “Facilitating conditions” are defined as the environmental factors or physical setting, which convince an operator’s wish to do the tasks, (Venkatesh et al., 2003)
Perceived Utility: The perceived utility is defined as the mark to which an individual be certain that using a specific system would be free from effort (Davis, 1989).

1.6 Summary Including Restatement of Problem:

Covid-19 have opened new avenues for students and teacher to interact electronically in the pursuit of learning outcomes. E-Learning is perceived as a backup up for the ambition that “Learning must never stop”. The study is conducted to investigate motivating factors influencing e-learning amongst students in Kuwait College.

Section 3: Research Question Designs

3.1 Classification of Survey Questions:

Using quantitative research methods, primary data has been gathered using Survey and questionnaires which are designed to investigate factors which motivates students to attend online classes. Survey questions can be categorized into different types which includes open ended questions, closed questions, rating questions and Lickert scale questions.

Questionnaire comprises of two section where first section tends to investigate the demographics of respondents which includes gender, age, university of enrollment, program of enrollment, semester of enrollment, number of years of experience of online learning and GPA. These questionnaire items are developed using Thurston scale which is a first format of measuring attitudes using uni-dimensional scale. The second section of the questionnaire comprises of items on each independent and dependent variables have five items measuring the variable using Lickert Scale which is a bipolar scaling method and psychometric scale where the response is either positive or negative. In order to capture the intensity of response, author intends to use six point Lickert scale where 1 is strongly disagree, 2 is disagree, 3 is neutral, 4 is somewhat agree, 5 is agree and 6 is strongly agree.

3.2 Classification of Survey Questions Based upon Hypothesis:

The selected questions aims to measure the proposed five hypothesis. Five items are developed for each variable on a six point Lickert scale.

Section 4: Research Method

4.1 Research Design:

4.1.1 Type of Data:

Research methodology can be categorized into three types which includes (a) quantitative research methods, (b) qualitative research methods and (c) mixed research methods. Quantitative methods aims to emphasize on the discovery and understanding of phenomenon using quantitative of data to maximize objectivity, generalizability and replicability of research findings. This study encompasses quantitative research method used with deductive approach to test the hypothesis and narrowly defined research question. Justification for hypothesis testing will govern how data will be collected and what statistical methods will be applied to examine the data. Gerdes & Conn, (2001) defines quantitative study as a “notion among scholars that the traditional scientific method is the best, if not the only, legitimate way to conduct scholarly research” Using this approach measurable data can be gathered using experimental and survey research using numerous data analysis tools. Qualitative study on the other hand refers to the characterization and analysis of textual data by emphasizing on context within to get better understanding of human phenomenon. Qualitative study aims to analyze and evaluate non-numerical information to uncover intangible phenomenon such as emotion and behavior. Primary data can be gathered using interviews and observation using qualitative research methodology.

4.1.2 Population:

The researchers often collect information from the population that they target; it is known as the target population. The study aims to target student population from undergraduate and post graduate who have been enrolled in different public and private universities in Kuwait.

4.1.3 Sampling Strategy:

There are numerous sampling strategy being used by researcher using quantitative research methods which includes random sampling method, quota sampling, purposive sampling, convenience sampling, snowball sampling and self-section sampling. In the present study the author intends to use random sampling method.

4.1.4 Participants and Number of Samples:

The total sample size for this study is n=205 which will be selected randomly from different public and private universities situated in Kuwait.

4.2 Data Collection Plans:

4.2.1 Reliability and Validity of Instrument:

Reliability and validity of research instrument will be conducted using Cronbach’s alpha test which measures the internal consistency of items selected in the questionnaires.

4.2.2 Ethical Consideration:

The study poses no ethical implications however, the confidentiality of survey respondents will be kept throughout the research process. Respondents will be provided with the consent form prior the data collection to assure that respondents which states the purpose of research and its implications to make online learning experience fruitful.

4.3 Proposed Analysis of Data:

Proposed analysis method being used by the research is descriptive statistics and inferential statistics. Using descriptive statistics, author intends to calculate the frequency distribution based upon the responses of each questionnaire items to evaluate whether the responses are skewed towards right side of the quadrant or left side. Furthermore, author intends to use inferential statistics where correlation analysis will be used to test the proposed research hypothesis.

Section 5: Results:

5.1 Demographics of Respondents:

Survey was conducted and distributed amongst 204 respondents out of which 24% were male and remaining 76% were female respondents.

Respondents from different age group were targeted in the survey, 13.4% of respondents belonged from the age group of 17-19 years old, 8.4% of respondents belonged from the age group of 25 years and above. 19.8% of respondents belonged from the age group pf 17-19 years old and remaining 58.4% belonged from the age group pf 20-23 years old.

Respondents from different universities and colleges were targeted in the survey, majority of the survey respondents belonged from KU which accounted for 25.6% of the total sample size, 19.7% of respondents belonged from AUM, 10.3% of respondents belonged from GUST, 19.7% belonged from ACM whereas remaining respondents belonged from other institutes.

Respondents from different schools in universities were targeted in the survey. Majority of respondents belonged from business school which accounted for 34.1% of respondents. 33.2% of respondents belonged from engineering schools of different universities and colleges, 16.6% belonged from other schools and lastly 8.3% of respondents belonged from arts and science school as showed in figure above.

Respondents from different academic year were targeted in the survey. Majority of respondents belonged from 4th year which accounted for 32.4% of the total sample size, followed by 28.9% of respondents which belonged from third year. 23.5% of respondents belonged from second year and lastly, 15.2% belonged from 1st year.

Respondents of the survey were enquired about their online learning experience. Out of 205 respondents reported where 43.9% reported online learning experience during first semester. 37.1% of the respondents reported online learning experience during second semester. 10.2% of respondents reported online learning experience for more than 2 semester and lastly 8.8% of respondents never experience online learning as showed in figure above.

Respondents of the study were enquired about their current GPA where majority of respondents which includes 40.5% of respondents reported GPA between 2 and 2.99 whereas 38.6% of respondents reported GPA of 38.6 as showed in figure above.

5.2 Frequency Distribution:

Respondents were asked on a Likert scale of 1-6 to specify their online coursework from attention perspective. 27.9% reported somewhat agree that online experience took their attention, 18.6% agree that online experience took their attention and lastly 19.6% of respondents strongly agree that online experience took their attention. Remaining respondents either disagreed or strongly disagreed.

Respondents were asked on a Likert scale of 1-6 to specify whether they had opportunity to meet online course goal during online learning. 29.8% somewhat agree that they had opportunity to meet online course goal during online learning, 22.4% agree that they had opportunity to meet online course goal during online learning and lastly 22% strongly agree that they had opportunity to meet online course goal during online learning. Remaining respondents either disagreed or strongly disagreed.

In general Online Coursework was useful for me.	Frequency	Percentage
Strongly Disagree	14	6.83%
Disagree	13	6.34%
Neutral	28	13.66%
Somewhat Agree	45	21.95%
Agree	48	23.41%
Strongly Agree	57	27.80%
Total	205	100.00%

Respondents of the survey were asked whether the online course was useful to them. Majority of respondents which includes 27.8% of respondents strongly agree that online coursework was useful to them, 23.4% of respondents agree that online coursework was useful to them and lastly 22% somewhat agree that online coursework was useful to them. Remaining respondents either disagreed or strongly disagreed.

Respondents of the survey were asked on a Likert scale from 1-6 whether the instructors were available during the online coursework. Majority of respondents which included 31.9% of respondents strongly agree that instructors were available during the online coursework. 26.5% of respondents agree that instructors were available during the online coursework and 18.1% of respondents somewhat agree that instructors were available during the online coursework. Remaining respondents either disagreed or strongly disagreed.

Respondents of the study were asked on a Likert scale from 1-6 whether the online coursework was beneficial for them. Majority of respondents which includes 26.8% of respondents strongly agree that online coursework was beneficial for them, 24.9% agree that online coursework was beneficial for them, 22.9% somewhat agree that online coursework was beneficial for them. Remaining respondents either disagreed or strongly disagreed.

Respondents of the study were asked on the scale of 1-56 whether the instruction methods used in online course held their attention. Majority of respondents which included 27.9% of respondents reported that they somewhat agree that instruction methods used in online course held their attention. 22.1% of respondents agree that instruction methods used in online course held their attention. And lastly 20.1% strongly agree that instruction methods used in online course held their attention. Remaining respondents either disagreed, neutral or strongly disagreed.

Respondents were asked on that scale of 1-6 whether they were confident that they would succeed in online coursework. Majority of respondents which includes 30% of respondents strongly agreed that they would succeed in online coursework. 23.6% of respondents agree that they would succeed in online coursework. 24.6% of respondents somewhat agreed that they would succeed in online coursework. Remaining respondents either disagreed, neutral or strongly disagreed.

Respondents of the survey were asked using Likert scale of 1-6 whether they had freedom to complete online coursework in their own way. 30.4% of respondents reported strongly agree that they had freedom to complete online coursework in their own way, 26% of respondents reported agree that they had freedom to complete online coursework in their own way.16.7% of respondents somewhat agree that they had freedom to complete online coursework in their own way. Remaining respondents either disagreed, neutral or strongly disagreed.

Respondents of the survey were asked whether they enjoyed instruction methods during online course. 23.2% of respondents reported strongly agree that they enjoyed instruction methods during online course, 22.7% of respondents agree that they enjoyed instruction methods during online course, 24.1% of respondents somewhat agreed that they enjoyed instruction methods during online course. Lastly, 16.7% somewhat disagree that they enjoyed instruction methods during online course. Remaining respondents either disagreed, neutral or strongly disagreed.

Respondents of the survey were asked whether they would be successful in meeting the academic challenges in the online coursework. Majority of respondents which included 27.6% of respondents agree that they would be successful in meeting the academic challenges in the online coursework, 22.2% strongly agree that they would be successful in meeting the academic challenges in the online coursework, 22% of respondents somewhat agree that they would be successful in meeting the academic challenges in the online coursework. Remaining respondents either disagreed, neutral or strongly disagreed.

Respondents of the study were asked whether the instructional methods engage them during online coursework. Majority of respondents which include 28.9% of respondents somewhat agreed that instructional methods engage them during online coursework. 24.5% of respondents agreed that instructional methods engage them during online coursework.18.1% of respondents strongly agreed that instructional methods engage them during online coursework. Remaining respondents either disagreed, neutral or strongly disagreed.

Respondents of the study were asked whether they had an option on how their academic goals are achieved using online courses. Majority of respondents which include (59) 29.1% of respondents somewhat agreed they had an option on how their academic goals are achieved using online courses. (45) 22.2% of respondents agreed that they had an option on how their academic goals are achieved using online courses (51) 25.1% of respondents strongly agreed that they had an option on how their academic goals are achieved using online courses Remaining respondents (25)12.3% were neutral, (15)7.4% disagreed and (8)3.9% strongly disagree that they had an option on how their academic goals are achieved using online courses

Respondents of the study were asked whether they enjoyed completing the online coursework, majority of respondents (54) 26.5% agreed that they enjoyed completing the online coursework, majority of respondents. (53) 26% strongly agreed that they enjoyed completing the online coursework, majority of respondents. (39)19.1% of respondents reported that they somewhat agree that they enjoyed completing the online coursework. 13.7% of respondents were neutral that they enjoyed completing the online coursework. (14)6.9% of respondents disagree that they enjoyed completing the online coursework, majority of respondents. Lastly, (16) 7.8% of respondents strongly disagreed that they enjoyed completing the online coursework, majority of respondents.

Respondents of the study were asked whether the online coursework was interested to them. Majority of respondents (53)26.2% of respondents strongly agreed that the online coursework was interested to them. (41)20.3% of respondents agreed that the online coursework was interested to them. (42)20.8% of respondents somewhat agreed that the online coursework was interested to them. (36)17.8% of respondents selected neutral that the online coursework was interested to them. (14)6.9% of respondents selected disagree that the online coursework was interested to them. Lastly, 7.9% respondents strongly disagreed that the online coursework was interested to them.

Respondents of the study were asked whether they were capable of getting high grade in their online course. (62) 30.4% of respondents selected strongly agree that they are capable of getting high grade during an online course. (52) 25.5% of respondents selected agree that they are capable of getting high grade during an online course. (42) 20.6% of respondents agree that they are capable of getting high grade during an online course. (30) 14.7% of respondents were neutral that they are capable of getting high grade during an online course. Remaining respondents either disagreed or strongly disagreed with the fact that they are capable of getting a high grade in their online course.

Respondents of the study were asked whether the instructor is willing to assist them if they needed help during the online course. Majority of the respondents (66) 32.5% strongly agreed that instructor is willing to assist them if they needed help during the online course. (45) 22.2% agreed that instructor is willing to assist them if they needed help during the online course. (48) 23.6% somewhat agreed that instructor is willing to assist them if they needed help during the online course. (27) 13.3% were neutral that instructor is willing to assist them if they needed help during the online course. Remaining respondents either disagreed or strongly disagreed with the fact that instructor is willing to assist them if they needed help during the online course.

Respondents of the study were asked whether they had control over what they learned during the online course content. Majority of respondents (51) 25.1% agreed that they had control over what they learned during the online course content. (49) 24.1% somewhat agreed that they had control over what they learned during the online course content. (47) 23.2% strongly agreed that they had control over what they learned during the online course content. (36) 17.7% were neutral that they had control over what they learned during the online course content. 6.4% of respondents disagreed that they had control over what they learned during the online course content. Remaining 3.4% strongly disagreed that they had control over what they learned during the online course content.

Respondents of the study were asked that throughout their online course work, they felt that they could be successful in their online coursework. (58) 28.7% of respondents agreed that throughout their online course work, they felt that they could be successful in their online coursework. (53) 26.2% of respondents strongly agreed that throughout their online course work, they felt that they could be successful in their online coursework. (49) 24.3% of respondents somewhat agreed that throughout their online course work, they felt that they could be successful in their online coursework. (25) 12.4% of respondents were neutral that throughout their online course work, they felt that they could be successful in their online coursework. (25) 5.9% of respondents disagreed that throughout their online course work, they felt that they could be successful in their online coursework. Lastly, 2.5% of respondents strongly disagreed that throughout their online course work, they felt that they could be successful in their online coursework.

Respondents of the study were asked whether they found online coursework relevant to their future. Majority of respondents (56) 27.7% of respondents somewhat agreed that they found online coursework relevant to their future. (50) 24.8% of respondents agreed that r they found online coursework relevant to their future. (47) 23.3% of respondents strongly agreed that they found online coursework relevant to their future. (25) 12.4% of respondents were neutral that they found online coursework relevant to their future. Remaining respondents either disagreed or strongly disagreed that they found online coursework relevant to their future.

Respondents of the study were asked whether the instructor cared about how well they did in an online coursework. (51) 25.1% of respondents somewhat agreed that the instructor cared about how well they did in an online coursework. (51) 25.1% of respondents agreed that the instructor cared about how well they did in an online coursework. (49) 24.1% of respondents strongly agreed that the instructor cared about how well they did in an online coursework. (34) 16.7% were neutral that the instructor cared about how well they did in an online coursework. Remaining respondents either disagreed or strongly disagreed instructor cared about how well they did in an online coursework.

Respondents of the study were asked whether the instructor was friendly, (81) 39.9% of respondents reported strongly agree that instructor was friendly. (47) 23.2% of respondents reported agree that instructor was friendly. (36) 17.7% of respondents reported agree that instructor was friendly. 12.3% of respondents reported neutral that that instructor was friendly. Remaining either disagreed or strongly disagreed that the instructor was friendly.

Respondents of the study were asked whether the instructor cared about their feelings, majority of respondents 28.1% strongly agreed that their instructors cared about their feelings during an online coursework, 20.7% of respondents agree that their instructors cared about their feelings during an online coursework. 18.2% of respondents somewhat agreed that their instructors cared about their feelings during an online coursework. 21.7% of respondents were neutral that their instructors cared about their feelings during an online coursework. Remaining respondents either disagreed or strongly disagreed that their instructors cared about their feelings during an online coursework.

Respondents of the study were asked whether they had flexibility in whether to decide what they are allowed to do during online course. Majority of respondents (52) 25.6% respondents strongly agreed that they had flexibility in whether to decide what they are allowed to do during online course. Similarly, (52) 25.6% respondents agreed that they had flexibility in whether to decide what they are allowed to do during online course. (48) 23.6% respondents somewhat agreed that they had flexibility in whether to decide what they are allowed to do during online course. (31) 15.3% respondent’s selected neutral that they had flexibility in whether to decide what they are allowed to do during online course. (14) 6.9% respondent’s selected disagree that they had flexibility in whether to decide what they are allowed to do during online course. Lastly, (6) 3% strongly disagree that they had flexibility in whether to decide what they are allowed to do during online course.

Respondents of the study were asked whether they feel anxious when using computer and its related new technology for online study. Out of 204 respondents, majority of respondents (37) 18.1% strongly disagreed that they feel anxious while using computer and related new technology for online study. (36) 17.6% strongly agreed that they feel anxious when using computer and its related new technology for online study. (36) 17.6% somewhat agreed that they feel anxious when using computer and its related new technology for online study. (32) 15.7% selected agree that they feel anxious when using computer and its related new technology for online study. (33) 16.2% were neutral that they feel anxious when using computer and its related new technology for online study. (30) 14.7% were disagree that they feel anxious when using computer and its related new technology for online study.

Respondents of the study were asked whether they have confidence in their ability to learn computer and its related new technology for online study. (69) 34% of respondents strongly agree that they have confidence in their ability to learn computer and its related new technology for online study. (61) 30% of respondents selected agree they have confidence in their ability to learn computer and its related new technology for online study. (31) 15.3% of respondents selected somewhat agreed they have confidence in their ability to learn computer and its related new technology for online study. (23) 11.3% of respondents selected neutral they have confidence in their ability to learn computer and its related new technology for online study. 5.9% of respondents disagreed that they have confidence in their ability to learn computer and its related new technology for online study. Lastly, (7) 3.4% of respondents strongly disagree that they have confidence in their ability to learn computer and its related new technology for online study.

Respondents of the study were asked whether online learning activities and assignment during the coursework met their learning expectations. (63)30.9% of respondents reported that they strongly agree that online learning activities and assignment during the coursework met their learning expectations. (56) 37.5% of respondents agreed that online learning activities and assignment during the coursework met their learning expectations. (39) 19.1% of respondents somewhat agree that online learning activities and assignment during the coursework met their learning expectations. (28) 13.7% were neutral that online learning activities and assignment during the coursework met their learning expectations. (13) 6.4% of respondents disagreed that online learning activities and assignment during the coursework met their learning expectations. (5) 2.5% strongly disagreed that online learning activities and assignment during the coursework met their learning expectations.

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Section 6: Research Analysis and Discussion:

6.1 Inferential Statistics:

Pearson correlation aims to evaluate whether there is enough statistical evidence for the linear relationship between pairing of variables in the population. The interpretation of correlation is made using correlation coefficient also referred as r. The value of r measures the strength and direction of linear relationship between pairing variables used in the study. In a nutshell, the purpose of conducting this test is to evaluate whether there is any linear relationship between the pairing variables. If the value of r is -1 it means that there is a perfect negative linear relationship. If the value of r is 0 which means that there is no relationship. Lastly if the value of r is +1 which means that there is a positive linear relationship. However, the strength of relationship can be gauged by guidelines where .1 < | r | < .3 than there is a small and weak correction. Similarly if 3 < | r | < .5 there is a medium and moderate correlation. Lastly if .5 < | r | there is a large and strong correlation between pairing variables. (Mindrila & Balentyne, 2013) The below table shows the output processed in SPSS.

The below table shows that performance expectancy is strongly correlated with e learning with the coefficient of .810 which suggests that there is a positive and strong correlation between the variables. The below table shows that instructional method is strongly correlated with e learning with the coefficient of .806 which suggests that there is a positive and strong correlation between the variables. The below table shows that facilitating conditions is strongly correlated with e learning with the coefficient of .774 which suggests that there is a positive and strong correlation between the variables. The below table shows that perceived utility is moderately correlated with e learning with the coefficient of .693 which suggests that there is a positive and strong correlation between the variables. Lastly, the below table shows that perceived flexibility is moderately correlated with e learning with the coefficient of .683 which suggests that there is a positive and strong correlation between the variables

6.2 Hypothesis Testing:

Hypothesis	Interpretation
H10: Performance expectancy have significant statistical relationship with e-learning of students during Covid-19.	Accepted
H20: Social Influence have significant statistical relationship with e-learning of students during Covid-19.	Accepted
H30: Facilitating conditions have significant statistical relationship with e-learning of students during Covid-19.	Accepted
H40: Perceived utility have significant statistical relationship with e-learning of students during Covid-19.	Accepted
H40: Perceived flexibility have significant statistical relationship with e-learning of students during Covid-19	Accepted

6.3 Discussion:

Performance expectancy in e-learning has been confirmed to be very useful in the provision of practical information that helps to support and improve the academic life of students (Chen & Tseng, 2012). The main founder of this concept, Davis (1989) had mentioned to this term as a perception of the user that the use of new technology will not only improve their performance but also their usefulness, and this has been proven by advanced studies (Siringoringo, 2013). The impact of performance expectancy on the intention of a user for new technology has been proven to be quite influential and significant as well (Davis, 1989; Siringoringo, 2013; Chen & Tseng, 2012; Venkatesh et al., 2003). A study was conducted by Al-Adwan and Smedley (2012) on 107 college students to assess the main factors that may affect the acceptance of electronic learning on students and teachers. The study focused on the general attitude of the users for the adoption of e-learning. The results revealed that before initiating any such program, there must be a training session to instruct the users about the use of the technology, as that will make them more inclined towards the new technology and the fear of new technology would also decrease. The results showed that performance expectancy has a positive significant influence on the acceptance of e-learning(Al-Adwan & Smedley, 2012).The work of Jairak et al.’s (2009) concludes that there is a positive and significant relationship between the facilitating conditions and the behavior intention of the user, meaning a positive relationship with the acceptance of the new technology use (Jairak et al., 2009).
The work of Al-Harbi (2011) on the main that affect the acceptance of electronic learning, discussed the main variables of acceptance of e-learning in various universities. The attitudes, beliefs, and perceptions of the students were analyzed. The data was gathered through a questionnaire, from which conclusions were used to jot down the variables that impact the acceptance of e-learning in students. Facilitating conditions were found to have a significant relationship with e-learning acceptance(Alharbi et al., 2011).
 

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