Factors influencing students' intention to online course survey participation - A study at HCMC University of Technology

Abstract

Universities are facing an increasing pressure to assess educational quality outcomes. Therefore, a specific way to evaluate teaching effectiveness is through surveying students at the end of each course. Schools are often concerned with the validity and reliability of student evaluations of teaching. Due to the small sample sizes, the data obtained from these assessments can lack statistical significance and the results can be biased. Low response rates to online student assessments of teaching are concerned and have been studied from many different perspectives. Therefore, this article explores the factors that affect the intention of answering the online course survey of students at Ho Chi Minh City University of Technology. The theory of planned behavior is the foundation of the theoretical model which is complemented by other elements. SEM is conducted on 324 survey samples of all faculties. The results show that the factors such as moral obligation, incentives, subjective norms, perceived behavioural control, e-learning accessing habits have an impact on the intention to online course survey participation and moral obligation carries the strongest weight.