Web Enhanced Instruction in Learning Mathematics: Adaption Analysis during COVID-19 Pandemic

Abstract

Due to the current pandemic situation most of the Higher Educational Institutes (HEI’s) adapted the online learning and evaluation in all the courses. In this study the objective is to is to identify and investigate the characteristics that may influence foundation students' adoption of Web enhanced Instruction in Learning Mathematics (WEILM). The model is based on the Technology Acceptance Model (TAM) [1][2] as shown in fig.1 and social cognitive theory (SCT) [3] see fig.2, which was developed using the structural equation modelling (SEM) technique and analyses the components and their impact on the successful adaptation of Web Enhanced Instruction in Learning Mathematics (WEILM). The factors that were investigated were perceived usefulness (PU), computer self-efficacy (CSE), social influence (SI), availability of IT services (AIT), enjoyment (ENJ), received feedback (RF), comparative feedback (CF), attitude (AT), and behavioural intention (BI). To test the theoretical concept, primary data is obtained from foundation level students via a survey questionnaire. The total number of responses were 387, with 348 of them providing legitimate responses. Our research findings differ by about 80% from what we expected. The summary of the finding is shown in table 1 reveals that all the 12 hypotheses are supported and is consistent with the previous results [4][5][6], and all the factors have a substantial beneficial correlation. The study's findings may give instructors and designers with a better grasp of how to successfully adapt the WEILM.