Students’ perception on online learning during COVID pandemic - A case study on the students of Banking university of Ho Chi Minh city: Bachelor thesis of Business adminstration / Pham, Le Kha Tran ; supervisor Bui Duc Sinh

MINISTRY OF EDUCATION AND TRAINING THE STATE BANK OF VIET NAM

BANKING UNIVERSITY OF HO CHI MINH CITY

PHẠM LÊ KHẢ TRÂN

STUDENTS’ PERCEPTION ON ONLINE LEARNING DURING COVID

PANDEMIC: A CASE STUDY ON THE STUDENTS OF BANKING

UNIVERSITY OF HO CHI MINH CITY

BACHELOR THESIS PROPOSAL

MAJOR: BUSINESS ADMINISTRATION

CODE: 0308050007

HO CHI MINH CITY, 2021

MINISTRY OF EDUCATION AND TRAINING THE STATE BANK OF VIET NAM

BANKING UNIVERSITY OF HO CHI MINH CITY

PHẠM LÊ KHẢ TRÂN

STUDENTS’ PERCEPTION ON ONLINE LEARNING DURING COVID

PANDEMIC: A CASE STUDY ON THE STUDENTS OF BANKING

UNIVERSITY OF HO CHI MINH CITY

BACHELOR THESIS PROPOSAL

MAJOR: BUSINESS ADMINISTRATION

HO CHI MINH CITY, 2021

ABSTRACT

The purpose of this study is to address some main factors that affect students’ perception

on online learning and discuss its potential to make it more inclusive and comprehensive.

One of the objectives of this study is assessing the level of influence of each factor toward

perception. This goal has been followed by using a model examining the impact of

Motivation, Perceived Usefulness, Perceived Ease of Use, Instructor, Interaction and

Academic Integrity as the hypotheses of study. A sample of 119 students of Banking

university of Ho Chi Minh city have participated in this study. The respondents' answers

were tested through the use of Cronbach's Alpha and Exploratory Factor Analysis (EFA).

Finally, regression analysis was used on data in order to test hypotheses of study. The

results show that Motivation, Perceived Usefulness, Interaction and Academic Integrity

are factors affecting online learning perception, in which Motivation has the most

influence. This thesis serves as a theoretical basis about the perception on Banking

University students toward online learning for researchers, academic staff in Vietnam

who want to do further research in this area. From there, some recommendations are made

to help expanding online learning offerings in the post-crisis period

Keywords: COVID-19, online learning, perception, motivation, perceived usefulness,

interaction, academic integrity.

DECLARATION OF AUTHENTICITY

I declare that all material presented in this paper is my own work or fully and specifically

acknowledged wherever adapted from other sources.

I understand that if at any time it is shown that I have significantly misrepresented

material presented here, any degree or credits awarded to me on the basis of that material

may be revoked.

I declared that all statements and information contained here are authentic, correct and

accurate to the best of my knowledge and belief.

Ho Chi Minh City, June 2021

Pham Le Kha Tran

ACKNOWLEDGEMENT

I am extremely thankful for my supervisor Bui Duc Sinh for his careful guidance, support,

encouragement and enthusiasm during my thesis research.

I would also like to thank Banking University of Ho Chi Minh City for offering the

opportunity to complete this project.

Due to my limited knowledge and ability, there are still many shortcomings and

limitations. I hope for the guidance and contributions of teachers to make my thesis more

complete. Sincerely, thank you!

Ho Chi Minh City, June 2021

Pham Le Kha Tran

TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION 1

1.1. Background and significant 1

1.2. Research Objectives and Questions 2

1.2.1. General objective 2

1.2.2. Specific objective 2

1.2.3. Research questions 2

1.3. Contribution of the thesis 2

1.4. Research scope and subject 3

1.5. Structure of the thesis 3

CHAPTER 2: THEORETICAL BASIS AND RESEARCH MODEL 5

2.1. Relevant concepts 5

2.1.1. Online learning 5

2.1.2. Perception 6

2.2. Technology Acceptance Model - TAM 8

2.3. Previous researchs 9

2.4. Hypothesis 12

2.4.1. Motivation 12

2.4.2. Perceived usefulness 12

2.4.3. Perceived ease of use 13

2.4.4. Instructor 14

2.4.5. Interaction 14

2.4.6. Academic Integrity 15

2.5. Proposed model 15

CHAPTER 3: METHOD OF THE RESEARCH 17

3.1. Research design 17

3.1.1. The method of building the scale 17

3.1.2. Research scale 18

3.2. Sample description 23

3.2.1. Sample size 23

3.2.2. Sampling method 24

3.2.3. Data collection 24

3.3. Statistical data analysis technique 25

3.3.1. Testing the reliability of a scale 25

3.3.2. Correlation coefficient and logit regression analysis 26

3.4. Conclusion 26

CHAPTER 4: RESEARCH RESULT 28

4.1. Descriptive Statistic 28

4.2. Cronbach's Alpha coefficient 29

4.3. Analysis exploratory factor analysis (EFA) 32

4.3.1. Factor analysis for independent variables 33

4.3.2. Factor analysis for dependent variables 35

4.4. Modified model 36

4.5. Correlation analysis of variables 37

4.6. Regression analysis 39

4.6.1. Hypothesis testing 39

4.6.2. Regression analysis result 40

CHAPTER 5: IMPLICATIONS AND RECOMMENDATIONS 43

5.1. Discussion 43

5.2. Implications 44

5.3. Limitations and recommendations 45

REFERENCES 47

APPENDIX 1: SURVEY QUESTIONNAIRE 52

APPENDIX 2: ANALYSIS OF THE SURVEY SAMPLE 60

APPENDIX 3: DESCRIPTIVE STATISTICS 66

APPENDIX 4: CRONBACH'S ALPHA RELIABILITY ANALYSIS 69

APPENDIX 5: EXPLORATORY FACTOR ANALYSIS 76

APPENDIX 6: LINEAR REGRESSION ANALYSIS 79

LIST OF ABBREVIATIONS

Abbreviations Full meaning

TAM Technology Acceptance Model

EFA Exploratory Factor Analysis

MO Motivation

PU Perceived usefulness

PEU Perceived ease of use

IN Instructor

IR Interaction

AI Academic Integrity

PE Perception

MO1 I lose motivation when I study online

MO2 I get distracted while studying online

MO3 I often can't keep up with the lectures when I study online

MO4 I lack motivation to do individual and group exercises

MO5 I lack motivation to do individual and group exercises

PU1 Online learning saves time

PU2 Online learning saves money

PU3 Online learning is very flexible

PU4 Online learning helps me improve my computer skills

PU5 The recording function helps me review the lecture

PEU1 It's easy for me to use online learning apps

PEU2 I quickly mastered online learning applications

PEU3 I rarely have technical problems when I study online

PEU4 I rarely lose my internet connection when I study online

IN1 Instructor has good technology skills

IN2 Lecturers often interact with students

IN3 Instructor is ready to assist students when needed

IN4 Lecturers design good lesson content

IN5 Teachers motivate and interest students to learn

IR1 Stress-free online learning environment

IR2 I am less afraid to communicate with teachers

IR3 I ask more questions via the comment function

IR4 I am more confident when presenting online

IR5 I am more comfortable participating in discussions when I study

online

AI1 I think students tend to cheat more when studying online

AI2 I feel cheating is more common when learning online

AI3 I helped my classmates cheat when taking an online test

AI4 I often can't keep up with the lectures when I study online

PE1 I feel like I have to cheat to be able to compete with others