How Micro-Lectures Improve Learning Satisfaction and Achievement: A Combination of ECM and Extension of TAM Models

Abstract

This study aimed to examine the potential of micro-lectures as effective technology-based learning media in mathematics. It proposed a hypothesis that using micro-lectures affects learning satisfaction and achievement in mathematics. Data were collected using a questionnaire developed from the acceptance model theory (TAM) and the extended Expectation Confirmation Model (ECM). Respondents comprised 233 students from six classes that used micro-lectures to learn mathematics for one semester at a public junior high school. The data were analyzed quantitatively using structural equation modeling assisted by SMART PLS 3.0 software. The results showed that perceived usefulness was the most significant factor in the learning achievement. Student attitude towards micro-lectures was the strongest positive factor in learning satisfaction. Furthermore, the proposed model explained 76.9% and 77.3% of the factors related to learning and satisfaction in using micro-lectures, respectively. It implies that micro-lectures affect learning satisfaction and achievement in mathematics. These results indicate that using micro-lectures in mathematics lessons increases learning satisfaction and achievement. They could assist schools, teachers, and local education ministries in planning, evaluating, and implementing micro-lectures in teaching and learning activities to improve education quality.