City College of Angeles

Application of TAM Extended Factors to Assess Students Perception of Using Video

Presentations as Learning Materials

This thesis
Presented to the
Department of Education
City College of Angeles

Group 2
Abano, Regine
Cabayao, Rhoel
Ferrer, Dimple Christ C.
Wong, Erika Mae

BTVTED 303
 Chapter I

Introduction

Utilization of audio-visual resources is not new, many educators have recognized the

ability of audio-visual resources to engage students in the lesson, gain attention, motivate them,

and improve their learning experience. As Covid-19 virus spread worldwide, it greatly affects the

society and economies of the world, furthermore, it also has a big impact on education that resulted

to the closure of schools, universities and colleges. Teachers and students faced difficulties in the

transition of traditional learning to remote learning. This chapter introduces "application of TAM

extended factors to assess students perceptions of using video presentations as learning materials”.

This chapter includes the theoretical background, research problem, research objectives, the

significance of the study, the scope of the study, the definition of terms and the research structure.

1.1 Background of the Study

As pandemic occurred all over the world, the new normal has been developed and

education sector is not safe from Covid-19 strike around the world, as it affects all levels from pre-

school to universities and also resulted to cancellation or postponement of academic research

(Panesar, Dodson & Lynch, 2020). Countries adapted one of the policies or measures in preventing

spreading of Covid-19 in the country, it’s resulted to the shutdown of educational facilities,

including schools (Alsafi, Abbas, Hassan, 2020). As mentioned by UNESCO (2020), it affects 900

million of students around the world. However, education have to continue and adopts to the new

normal. New learning venue or flat forms has been used; new curriculum have been developed to

cope up with the needs of the students during this pandemic. Adapting technologies for learning

is one of this as students can learn without any face-to-face interaction with other student and
teachers. Nowadays, schools, institutions, universities and college are using different strategies to

use technology as an alternative for traditional classroom set up. As stated by the executive director

of SETDA and a longtime educator and digital learning advocate in Indiana, namely, Schmidt and

Candice Dodson, both accepted that enough training preparation, troubleshooting and community

buy-in are typically the requirements for online learning, but this is not a typical situation. There

are educators that suggested new ways such as remote delivery of instruction and emergency

online instruction that differentiate it from traditional online learning (Tate, 2020).

The goal of this study is to examine students' perceptions of City College of Angeles under

Institute of Education, Arts and Sciences about utilizing video presentations as an alternative

learning resource at Angeles City high school, university or colleges through adaptation of TAM

or technology acceptance model which consist of the variables such as perceived ease of use,

perceived usefulness, attitude, video usage, age and gender as moderators.

1.2 Research Problem Statement

The COVID-19 epidemic has led in a transition in the teaching-learning process from a

blend of face-to-face and online learning to a completely online one. The important tool that many

educators and researches recommend in providing the context or starting point of learning is

utilizing video presentations. As mentioned by Goldman (2007); Brockfeld, Muller & Laffolie

(2018), a good illustration of digitized images, text, and sounds can be provided by video

presentations that can be uploaded to digital networks. slides, supporting texts, resource links,

discussion boards, chat platforms can also be connected to videos as part of the learning

environment. Videos can be used for providing feedback, managing assessment, and enhancing

the quality of teaching. Through the use of video technology in learning, it is confirmed that it has
an impact on the understanding of dynamic events. However, it has been stated that only part of

the story in classroom teaching which subjected to personal bias and interpretation is what just

video shows (Boateng, Boateng & Anderson, 2016).

1.3 Research Objective:

The goal of this study is to assess the perception of students at Angeles City in high school,

universities or colleges in utilizing video presentations as alternative learning material using the

extended factors of TAM or the technology acceptance model theory. As a step toward this goal

the research objectives of this study are the following:

I. To analyze the positive link between perceived ease of use and attitude towards student's

perception on video usage.

II. To examine the positive correlation between perceived usefulness and attitude towards

student's perception on video usage.

III. To determine the influence of perceived ease of use on student's perception towards video

usage.

IV. To investigate the effect of perceived usefulness towards student's perception on video

usage.

V. To examine the influence of attitude towards student's perception on video usage.

VI. To analyze the positive link between gender and perceived ease of use.

VII. To determine the positive correlation between gender and perceived usefulness.

VIII. To investigate the relationship between age and perceived ease of use.
 IX. To examine the positive link between age and perceived usefulness.
1.4 Research Question

The spreading of Covid-19 greatly affects not just the economy but also education around

the world. The education sector is forced to transition the traditional face-to-face classes to distance

learning. Many schools utilize video presentations as a new way of teaching the students and also

use as alternative learning material. This transition has a big impact on both teachers and students,

as they need to continue their work and studies at home amidst the pandemic. The TAM or the

technology acceptance model is an information technology framework that is used to understand

how the users adopt and use the technology (Rigopoulos, Psarras & Askounis, 2008). Therefore,

this study aims to know the student’s perception of City College of Angeles under Institute of

Education, Arts and Sciences about using video presentation as an alternative learning material

using the technology acceptance model (TAM) and to give knowledge or information that is

related to this study to other researchers in the future.

The purpose of this research is to find answers to the following questions:

I. Is there a link between perceived ease of use and attitude towards student's perception on

video usage?

II. Is it true that perceived usefulness has a positive correlation on attitude towards student's

perception on video usage?

III. Does perceived ease of use influence the student's perception on video usage?

IV. Do perceive usefulness affects the student's perception towards video usage?

V. Is it possible that student's perception towards video usage is influence by the attitude?

VI. Is it true that there is a positive link between gender and perceived ease of use?

VII. Does gender have a positive correlation on perceived usefulness?

 VIII. Is there a relationship between age and perceived ease of use?

Is it possible that age has a positive link on perceived usefulness?

1.5 Significance of the Study

The aim of this study is to assess the students from City College of Angeles under Institute

of Education, Arts and Sciences in using video presentation as their alternative learning material

using TAM or the technology acceptance model. This factual study is based on the perception of

the student regarding the perceived ease of use, perceived usefulness, attitude, gender and age

towards the use of video presentation. This study will contribute information and reference to the

future researchers, educators, students, administration and organizations. This study will help them

in utilizing YouTube videos, broadcast and different kinds of video presentations as beneficial

materials in teaching and stimulating student-centered learning. The study can be a reference in

assessing and developing a successful alternative learning material. This can be affirmed by the

fact that students can recall "almost 80% of an interesting video after one hour, but can remember

only about 25% of lecture content after the same time lapse” (Brockfeld, Muller & Laffolie, 2018).

Consequently, recorded shows can be utilized as training materials in a distance and face

to face learning set up. Further, utilizing video recordings and presentations will add interest to the

teaching environment and attract learners’ attention better and faster. The outcome will likewise

help inspire and draw in them the concept of autonomous learning. An essential trait of a video is

that it tends to be observed more than once giving the students better comprehension of the video.

1.6 Scope of the Study

Video presentations are used for the students to watch and learn information that are related

to their study, which are usually computer-based audio-visual instruments that can be used in

classrooms, as well as collaborative learning processes and blended learning. Students can learn
more about the video analysis by watching it. Students will be able to respond to the three domains

of learning: Cognitive, affective, and psychomotor by video presentations (Anggraeni & Surya

2021),

This study will be focusing on the TAM Factors extend to assess the perception of students

who are recommended to watch a video presentation as an alternative learning material. The scope

of this study will be in the Philippines, in Region III in Pampanga, Angeles City at City College

of Angeles under the Institute of Education Arts and Science from 1 st year to 4th year. The target

respondents are the students who utilizes video presentation as their learning material. The aim of

this study is to know if the video presentation learning materials is effective to their learning style.

The researcher will be aided in performing a survey that will be distributed using link thru chat or

email and will direct to Google form where students can answer.

1.7 Definition of Terms

The key terms that are used in the study can be found in the lists below.

 Perceived Usefulness – The extent to which the user believes that watching the video

would improve his or her performance (Nagy, 2018). Keni (2020) defined perceived

usefulness is people's judgment on whether their decision to utilize or deploy a given

technology is beneficial to them. This is one of the variables of tam model that is used to

assess the students in using video presentation as alternative learning material.

 Perceived Ease of Use – Ajibade (2018) stated that, Davis (1989) developed the

Technology Acceptance Model (TAM), which assumes that people will be willing to utilize

a technology if they believe it is both beneficial and easy to use. This variable is used in
 assessing the perception of the students in using video presentation as alternative learning

material.

 Attitude – It refers to a student's favorable or unfavorable views toward video-based

learning (Nagy, 2018). The TAM model is founded on the idea of reasoned action, which

states that social behavior is motivated by an individual attitude that is designed to

forecast the usage of information systems (Ajibade, 2018). This variable will be used to

evaluate students' attitudes on using video presentations as alternate learning materials.

 Video Usage – It is defined as the user's approximate total quantity of video use (Nagy,

2018). The standsrds4 network (2021) defined the video as a recording of the visual and

auditory elements especially one containing a recording of a movie or television program.

 Students Perception – The practice of giving pupils preferential treatment when it comes

to information they obtain from an object (Kumiawan, 2015; Nagy, 2018). Epstein,

Dember, William & West (2018) defined perception as the interaction whereby tangible

incitement is converted into coordinated insight. That experience, or percept, is the joint

result of the incitement and of the actual interaction.

 Gender – alludes to the socially built jobs, practices, articulations and characters of young

ladies, ladies, young men, men, and different individuals. It impacts how individuals see

themselves and one another, how they act and collaborate, and the dispersion of force and

assets in the public community (“Canadian institutes of health research", 2020). Moreover,

this is another variable that is used in evaluate students' attitudes on using video

presentations as alternate learning materials.

  Age – It is the duration of a person's life, measured from the beginning to the present. This

is another variable that is used in assessing students' attitudes on using video presentations

as alternate learning materials (Merriam-Webster, 2021).

1.8 Research Structure

Chapter II Chapter Chapter IV

Chapter I Chapter V
Theoretical III Analyasis of
Introduction Conclusions
Framework Methodology the result

Research start

(Figure 1.1 Thesis Organization)

 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

Introduction

For this study the adaptation of TAM model of technology acceptance model which used

to act as an instrument in assessing the relation of determinants to student’s perception in utilizing

video presentation as alternative to the learning material.

TAM was created specifically to study the impact of technology on user behavior. As

shown in the model, perceived usefulness and perceived ease of use of technology are the two

most important factors that influence an individual's attitude toward using technology. Perceived

usefulness refers to the user's belief that the use of technology will enhance his or her performance,

whereas perceived ease of use refers to the user's belief that using technology would not require

too much effort (Hsu & Chang, 2013; Nagy, 2018).

This chapter presents the review of related theories of the variables and the Extended TAM

framework. This also contains the framework that assists in the formulation of the study's

hypothesis and hypothesis development.

Theoretical Background

2.1 Theory of Technology Acceptance Model

Davis originally created the Technology Acceptance Model (TAM) to offer an

interpretation of the factors influencing technology adoption. In summary, it is logically justified

to be capable of describing consumer behavior through a wide variety of end-user computing

technologies and user communities.

Davis (1989) created the TAM, which is based on the theory of reasoned action (TRA), in order

to better comprehend the causal linkages between users' internal beliefs, attitudes, and intentions,

as well as anticipated and explain computer technology acceptance. The user's mindset as well as

their impression of usefulness influence their behavior. Two fundamental beliefs, perceived

usefulness and perceived ease of use, are thought to have a substantial impact on the user's attitude,

and that these beliefs operate as mediators between environmental variables and intention to use.

perceived usefulness and perceived ease of use, as indicated in the TAM, determine an individual's

behavioral intention to utilize a system (Amadu, Muhammad, Mohammed, 2018). Davis (1989)

established and developed the technology acceptance model (TAM) and offered a theoretical

background that could explain the link between attitudes-intention-behavior based on the Ajzen

and Fishbien model of Theory of Reasoned Action (TRA). The TAM gained empirical evidence

for its ability to forecast technological reception and adoption in a robust and parsimonious

manner. According to the TAM, an individual's behavioral intention to perform determines their

performance of a specific activity. Various theoretical models have been proposed to investigate

and explain the variables that lead people to embrace, refuse, or retain to utilize modern technology

(Alfadda & Mahdi, 2021). Moreover in the TAM studies, perceived usefulness and perceived ease

of use both have direct implications on behavioral intentions, obviating the necessity for the

attitudinal component (Mallya & Lakshminarayanan, 2017; Arora & Sahney, 2018). Perceived

usefulness is a metric that measures a user's willingness to adopt technology that will assist them

complete their goal. The last caption states that consumers are sure that technology is beneficial,

but that the commitment required to utilize the program outweighs it (Ardiansah, Chariri & Udin,

2020). The perceived ease of use is the second factor, which indicates that a consumer is convinced

that a job will be completed if it made use of a unique e-commerce platform. However, it also
 based on the consumer contentment that is free or requires minimal work (Davis, 1989; Li, 2010;

Nagy, 2018).

X1 Perceived Usefulness

X2 Attitude toward Using Actual System Use

Perceived Ease of Use

X3

Figure 2.1 Extension of the Technology Acceptance Model (Nagy, 2018)

The review of related literature of the variables related in the “Application of TAM

extended factors to assess student’s perception of using video presentations as learning materials”

are as follow.

2.2 Video Presentation as Learning Material

Audiovisual media in the form of video is currently used in learning material that students

find appealing. Video media is divided into two types: audio visual media and material that can be

viewed and heard. When compared to other instructional resources, video stimulates the senses the

most since students could see and hear it. The accumulation of learning outcomes is approximately

75% through the sense of sight, 13% through the ability to hear, and 12% through other senses

(Sulihin, Asbar & Elihami, 2020). As mentioned by the a recent large-scale study conducted by

Sindu & Paramartha (2018), students prefer to learn language through the use of video, which is a

term that is commonly used to indicate several things in language education. To most, it simply
entails recording television shows on a video recorder to watch in class or during private study

time. Video is a popular choice among students and teachers since it is a rich and significant

resource.

The provision of dynamic, conducive, and dialogic media and instructional techniques is

required for the best development of students' potential. This is due to the possibility of pupils

being more stimulated if they are helped by a variety of media or facilities and infrastructure that

support the engagement process that is being carried out (Hayati, 2020). As real-world teaching

material must be delivered in the classroom, teaching material may also be packaged utilizing

video media in the form of a camera recorder to integrate voice, images, writing, and animation.

Students will be interested in and rapidly comprehend the course topic if they use this media. To

accomplish the three areas of learning, namely the cognitive domain (knowledge), the emotional

domain (attitude / value), and the psychomotor domain (skills), as well as the Chemistry Food

Materials course's anticipated competences, as a result, a competency-based problem-solving

learning approach is suggested, with instructional materials packaged utilizing video media

(Handayani & Alperi, 2021).

2.3 Impact of Video Presentation on Students Learning

Carmichael, Reid & Karpicke (2018), the effectiveness of educational materials on students

is assessed through evaluating students' behaviors and beliefs towards teaching. The teacher

observes the effect of insufficient instructional materials on the students' learning styles. Some of

the studies reported that the attitude and values of the students will become more friendly when

they introduce the new technology-instructional materials that the students need to achieve the

HOTS or the Higher Order Thinking Skills that a student must achieve in the learning process.

Students can get learning experiences through acting out or experiencing what they understand, as
well as by viewing and hearing through multiple outlets and observing through communication.

The more concretely pupils learn the instructional contents, the more experience they will get.

Furthermore, pupils will find it simpler to perform what they see in the video in practice classes

than the content communicated through books or images. Exercises like these could make the

teaching learning process easier for both students and teachers (Widahyu, 2021).

Yousef, Chatti & Schroeder (2014) found some proof that use of video-based learning saw

enhancements in teaching ways and learning outcomes. Furthermore, the visual edges of video

offer a vehicle for increasing access to sensible demonstrations. Students will learn from field

specialists having the chance to look at close-up expert illustrations, and with the choice to look at

them repeatedly if necessary (Cooper & Higgins, 2015). In addition, these examples will illustrate

real-life practices and highlight data visually that might be not possible to adequately describe

verbally or through transcription (Rasi & Poikela, 2016). Students with impairments or students

learning English as a second language will benefit from lecture videos that make a course and its

material more accessible. Furthermore, the availability of lecture recordings allows students in

both types of classroom settings to take more detailed notes. Students from the face-to-face session

who missing a class or believe there are gaps in their notes may rewatch a lesson video at their

leisure and generate more thorough and detailed notes for study. Online students can create notes

based on the lecturer's explanations and demonstrations of ideas in the video (Robert & Flowers,

2020).

2.4 Usefulness of Video Presentation in Learning

As stated in the study of Nagy (2018), they found out that the effective way of learning is

the use of video as instructional material for teaching, and gave them the opportunity to use video

in the way of learning. In addition, instructional video materials can create interactivity between
the teacher and students as well as good communication. Using video instructional materials offers

students fast instructional learning materials through culture-based, videos, languages. The usage

of instructional media can increase students' interest and drive to learn, causing them to keep

studying and attain their learning objectives more rapidly because the content is given in a dense

and engaging manner, the subject matter may be more readily grasped. The advantages felt by

pupils include those teachings can be comprehended more quickly, performance can be improved,

and grades can be raised. Furthermore, certain learning media that are developed interactively and

aesthetically are capable of making learning actively participated in learning, and students'

creativity grows with the ability to employ a range of learning media (Andovita & Wahyuni, 2020).

Videos are usually beneficial for teaching theories underlying phenomena and making the

explanation entertaining and simple. We are well aware that language tool films, due to their

variety and entertainment value, may significantly improve learning outcomes. For example, if we

are having difficulties capturing a picture of the contents, we might slow down the movie.

Furthermore, we may quickly obtain the transcript and read what we are listening to. In this light,

we can confidently state that video is not only a useful language-learning tool, but also a

personalized self-training platform (Chien, Huang & Huang, 2020). The data from Ali1 & Ali2

(2020) study revealed that technological variables influenced students' perceptions of the

effectiveness of the instructional video. Technological elements such as system quality and content

features were deemed significant since they entail factors such as the easy accessibility and speed

of video access on the site, as well as the substance of the learning videos that students find

fascinating and necessary. These considerations have led students to believe that this website will

be beneficial to their academics.

2.5 Students Ease of use in Video Presentations

The intention to use E-learning platforms affects by the perceived ease of use of the tools

supplied by the platforms, as well as the perceived utility of such tools. The findings of Coman,

Tiru, Schmitz, Stanciu & Bularca (2020) study show that students had no problems using the tools

provided by the E-learning platform, which were straightforward and simple to use. The users'

belief in the ease of use of a technology is beneficial in their adoption and usage of the technology.

If students find it simple to use video courses, they are more likely to accept and use them.

Furthermore, research show that perceived ease of use influences people's willingness to utilize

technology (Turan & Cetintas, 2020). The perceived ease of use has no direct influence on video

use. The obvious explanation for this might be that using video for instructional purposes, which

is easily accessible online, is simple. Another plausible explanation is that students tend to

overcome the obstacles of video usage in order to attain higher academic outcomes (Nagy, 2018).

2.6 Relation of Students Age and Gender in Video-Usage

Gender influences technology adoption. In numerous decision-making circumstances, men

and women have distinct views and attitudes (Pal & Petra, 2021). The findings of Alqirmas (2020)

supports previous research that found differences in usability based on age and gender. The

researchers conclude that age and gender differences in pedagogical usability exist in the same

way that they do in technical usability. Clearly, the gender and age gap has not yet been bridged,

even though the Internet and computers are more widely available at home and in institutions.

Meanwhile, computer-based education is rapidly spreading. As a result, it is possible that male and

female users, as well as young and mature users as learners, have agreed on the importance of

certain features of educational software and systems (Djalev & Bogdanov, 2019). In the

completion of the semester, female students were less enthusiastic about video conferencing than
 male students. Gender differences may influence perceptions and attitudes about maintaining

enthusiasm and good energy throughout class processing. Some research findings indicated that

senior high school females consider advanced computing topics as uninteresting and have a

significant aversion to computers (Ngo, Nguyen & Tran, 2020).

Conceptual Framework

Attitude Students’ Perception on

Gender Age Video-Usage

Perceived Usefulness

(Figure 2.2. Conceptual Framework)

Hypothetical Development

Perceived ease of use and attitude to student's perception on video usage.

The ease of use of IT (information technology) that is perceived by the user itself. It is more

accepted by the user if it is controlled without difficulty. The more coverage that information
technology scope, the more information technology is adopted. The acceptance of information

technology influences attitudes and nurtures behavior. The intention of use and individual behavior

is affected by two main factors, namely perceived ease of use and perceived usefulness, in which

TAM is engaged to explicate the acceptability of information technology (Alqirnas, 2020). Lazar,

Panisoara & Panisoara (2020) mentioned, many studies have found that students' prior ICT

(information and communication technology) exposure is a significant predictor of their behavioral

intention to utilize technology.

Online courses were viewed as more valuable by university students when the platform

interface was simple to use and the content featured learning resources. Second, the simplicity with

which a platform may be used might influence a good attitude about utilizing it. Universities may

improve student attitudes and retention by improving system operations and making course

material more practical (Mo, Hsieh, Lin, Jin & Su, 2021). In a vast number of technological

acceptance studies done in many situations and cultures, Perceived ease of use is usually regarded

as a major predictor of attitude and perceived usefulness (Sánchez-Prieto, Huang, Olmos-

Migueláñez, García-Peñalvo & Teo, 2019). PEU, according to teachers, had a major impact on

their views regarding technology use (Khlaisang, Teo & Huang, 2019). Huang, Teo & Zou (2019)

found that perceived ease of use had a substantial impact on students' views of usefulness and

attitudes toward the internet in learning in the East Asian area.

H1: There is a positive link between perceived ease of use and attitude towards student's

perception on video usage.

Perceived usefulness and attitude to student's perception on video usage.

As the initial model of TAM (Technology acceptance model) correlated with Fred Davis in

1986, the attitude of the user has a straight effect through using the current information system,
the goal is to identify the right acceptance of the system user's part. This attitude is identified by

other two variables; perceive usefulness and perceive ease of use. Perceive ease of use has a

straight effect on attitude and perceived usefulness (Nagy, 2018). As stated by Moakofhi, Tawona,

Oratile & Enock (2019), the conclusions of earlier studies on the use of TAM in determining the

likelihood of technology acceptance, this research backs up prior findings. Perceived usefulness

and perceived ease of use have a favorable effect on people's attitudes toward using technology.

Perceived ease of use appears to be a direct predictor of perceived usefulness. If an information

technology system appears to be beneficial to an individual, the individual will likely to ignore

any difficulties associated with a complicated system since the advantages outweigh the effort

required to utilize the system. PU may be both a dependent and an independent variable because

it is impacted by PEOU and at the same way, PU influences an individual's attitude toward utilizing

a specific information technology system (van der Merwe & van Schalkwyk, 2020). Purwanto &

Tannady (2020) states that students who find ease in a system utilize it as a usefulness system, and

perceived usefulness influences attitude and attitude influences behavioral intention. The sense of

ease of use and usefulness leads to a favorable attitude toward the system. Then there are variables

such as helpful perception and attitude that contribute to a desire in utilizing.

H2: There is a positive correlation between perceived usefulness and attitude towards student's

perception on video usage.

Student's perception to video usage influenced by the perceived ease of use.

The user's impression of the usefulness and simplicity of use of information technology

may affect a person, making the person's actions / behavior a benchmark in technology acceptance

(Islami, Asdar & Baumassepe, 2021). The students who took part in the study of Vitoria,

Mislinawati & Nurmasyitah (2018) said that the e-learning web-based video was beneficial and
simple to use. They agreed that the video helped them improve their knowledge of course topics,

time management, interactions with one other, and interactions with the teacher, and that e-

learning was interesting. The students also stated that accessing the lesson was simple. The

students' knowledge with ICT in their daily lives is likely to have had a significant impact in their

familiarization with e-learning. The effect of perceived ease of use (PEU) was not significant,

suggesting that students would not consider effortlessness to be essential criteria when considering

the usage of mobile devices in learning (Guo, Huang, Lou & Chen, 2020).

H3: The student's perception towards video usage may be influenced by the perceived ease of use.

Perceived usefulness affects Student's perception to video usage.

The positive perceptions included the videos being useful, innovative, and convenient, and

also adding a new perspective on the content. The majority of students (one-third of those polled)

thought that using films, in general, was "useful" or "helpful". (Boateng, Boateng & Anderson,

2016). All of the statistics presented to the Vitoria, Mislinawati & Nurmasyitah (2018) indicated

that students found the e-learning web-based program to be beneficial. For starters, students

viewed the availability of numerous internet sources that they could access at their leisure to be

beneficial in their efforts to grasp a topic. The study from Khan, Nabi, Khojah, & Tahir (2021)

confirms the benefits of e-learning, such as the ability to study from any place, which is not feasible

with traditional face-to-face learning. Furthermore, the research shows how being taught through

physical means is equivalent to being educated via mental means. E-learning is viewed as similar

to face-to-face learning by students in the classroom. Students' intentions to utilize and embrace e-

learning systems have increased as a result of perceived utility and perceived ease-of-use, based

on the findings. Alghizzawi, Habes, & Salloum (2019). Stated in the study of Mahajan & Kalpana.
R2 (2018) that in terms of the advantages, most people found e-learning to be beneficial,

particularly because it was interactive, and they were driven to utilize it for educational purposes.

H4: Perceived usefulness may affect Student's perception towards video usage.

Attitude influence the student's perception on video usage.

The perceived ease of use and perceived usefulness of video presentations were suggested

as antecedents of attitudes and intentions, with acceptance of video presentations as an

instructional tool being the expected outcome (Maziriri, Gapa, & Chuchu, 2020). In addition,

technology that could provide learning opportunities, promote student attitudes and learning skills,

be simple to use, cost-effective, and create a productive learning environment (Maisaroh &

Abdullah, 2018). Bashar & Linda (2021) stated that, if a user's appraisal of a technology is positive,

he or she will be more likely to adopt that technology. Attitude acts as a mediator between

perceived usefulness and perceived intent to utilize such a technology, and it also has a correlation

with the success model. Self-efficacy is also mentioned as a factor in establishing attitudes,

although there are no differences in forming attitudes to technology based on age (Staddon, 2020).

Mentioned by Sutarto, Sari & Fathurrochman (2020) the simplicity with which a platform may be

operated might lead to a good attitude toward utilizing it, the user's attitude toward technology and

purpose to utilize it influence whether or not they will embrace it.

H5: Attitude may influence the student's perception on video usage.

Positive link of gender and perceived ease of use.

Gender differences have been researched as a factor that influences technology adoption

According to Gefen and Straub (Park & Kim & Cho & Han (2018), mentioned that the effects of

gender on the interpretation of video presentation were suggested and evaluated, they discovered
that women rate video presentation more favorably than men in terms of perceived quality and

ease of use. As stated by Binyamin, Rutter & Smith (2020), created a unified theory of technology

acceptance and usage, and gender was tested as a moderator in the technology acceptance model.

Furthermore, as eloquently stated by Boyte-Eckis, Minadeo, & Bailey (2018) the influence of

gender on IS acceptability was examined, and it was shown that males considered email to be

easier to use, but women perceived the technology to be more helpful. In addition, females showed

better self-control than males, which contributed to their considerably better online learning results

(Alghamdi, Karpinski & Lepp, 2020). Mentioned in technology acceptance research by. Hanham,

Lee & Teo (2021) males had considerably greater correlations than females between perceived

ease of use and perceived usefulness. Females gave it greater scores for perceived ease of use and

enabling circumstances for a computer-based evaluation, while males gave it higher ratings for

perceived usefulness.

H6: Gender may have a positive link on the perceived ease of use.

Positive correlation of gender and perceived usefulness.

The survey of Eltahir (2019) discovered that the degree of usability for AU e-learning

courses was good from the student's perspective, but that it differed by gender, favoring female

students and It also differed by categorization. Gender variations in the Technology Acceptance

Model (TAM) were investigated by Shaouf (2018) Perceived usefullness (PU) is more essential

for males, whereas perceived ease of use (PEOU) is more significant for women, according to the

findings of these research. Other empirical research has looked into how consumers perceive IT,

with substantial gender disparities. Personal characteristics and gender differences are important

in the perception and use of new technology, mentioned in the study of Haider, Changchun &

Akram (2018) on the gender role, the extended version of the Technology Acceptance Model
(TAM) was used to see the gender difference in the use of software and it was claimed that females

are concerned with perceived ease of use, while males regard perceived utility as key variables in

software usage choice. Furthermore, the data show that (PU) Perceived usefulness has a larger

beneficial impact on male users, when men spend time looking for information, they are more

interested in finding fresh, up-to-date, and accurate information (Kim, Karatepe & Lee, 2018).

H7: There is a positive correlation between gender and perceived usefulness.

Relationship of age to perceived ease of use and perceived usefulness.

As studied by Vladova, Ullrich, Bender & Norbert (2020), the expectation during the

university lockdown was that most young students would have no trouble transitioning to online

learning, which has been supported by actual findings. As indicated by the study of Shah, Diwan

& Kohan (2020), the benefits of transferring learning to the virtual world, include free information

exchange, access to lectures and presentations at conferences that previously required significant

travel costs, webinars and online discussions, reduced time inefficiency associated with travel, and

increased commitment. The acceptability of e-learning in Pakistan was examined by Binyamin,

Rutter & Smith (2020), it was discovered that age impacts the link between (PEOU) perceived

ease of use and (PU) Perceived usefulness with the association being stronger for younger users

than for older users. Nonetheless, a review of the previous research indicated that the moderating

influence of age on (PEOU) perceived ease of use to (PU) Perceived usefulness was

underappreciated. Younger students had a greater impression of usefulness, whereas older users

thought the system was more convenient to use, base on the findings of the study (Castiblanco,

Jimenez & Cepeda García, 2021). Furthermore, stated in the study of Zhao, Ni & Zhou (2018)

that perceived ease of use, considered vulnerability, and perceived severity are more relevant

variables for middle-aged and older users. Perceived usefulness specifically refers to work
performance, productivity as measured by time saved, and the system's relative importance to the

individual's work (Mena, Parreno & Manzano, 2017; Tahar, Riyadh & Sofyani, 2020).

H8: There is a relationship between age and perceived ease of use.

H9: There is a positive link between age and perceived usefulness.

Hypothetical Framework

(Figure 2.3. Hypothetical Framework)

 Chapter III

Methods

3.1 Introduction

This chapter will discuss the various methodologies that is going to use in gathering data

and analysis which are related to the study. This chapter presents the discussion of the methods of

the study, instrument, questionnaire development, validation of questionnaire, scaling technique,

sampling method, sampling size, participants, data collection process, and data analysis of the

study.

The factors of Extended Technology Acceptance Model (TAM) namely; perceived

usefulness, perceived ease of use, attitude and video usage are used in assessing the perception of

the student in utilizing video presentation as their alternative learning material. This will be an aid

in evaluating the propose hypothesis that is adopted on the conceptual framework shown in figure

2.2.

The conceptual framework consists of two variables, the independent and dependent

variable. Gender and age have a relationship with the two-independent variable, perceived

usefulness and perceived ease of use. The independent variable, perceived usefulness, perceived

ease of use and attitude affects the dependent variable, student perception in using video

presentation. The questionnaire is developed by adopting and modifying various questions from

different research that is related from the study. An adopted Likert scale that consists of 4-point

are used in creating the questionnaire survey, it includes the two section, first section is the

demographic information of the respondents and the second section are the questions focusing on

Extended Technology Acceptance factors of video presentation.

 This study will use quantitative method to congregate necessary information for this study

which to asses’ students perception of utilizing video presentations as learning material with the

aid of extended TAM factors among the students of City College of Angeles. As stated by Bhandari

(2021), the process of gathering and interpreting numerical data is known as quantitative research.

It can be used to identify patterns and averages, make predictions, evaluate causal linkages, and

expand results to larger groups. Quantitative research differs from qualitative research in that it

collects and analyzes non-numerical data.

3.2 Method of the Study

This study utilized a conceptual framework that was developed by the researcher to

delineate the adopted extended factors to namely; perceived usefulness, perceived ease of use and

attitude of TAM to assess the perception of the students in video presentation usage as alternative

learning material. The researcher adopted variety of literature studies that is related to the factors

and the extended technology acceptance model (TAM) that is utilized as an aid in evaluating the

purpose of the study. The framework shows the effects of perceived usefulness, perceived ease of

use and attitude to student perception in video usage, as well as the relationship of age and gender

to perceived usefulness and perceived ease of use. The study develops nine hypothesis that shows

the effects of independent variables to its dependent variable, students’ perception in video usage.

H1: There is a positive link between perceived ease of use and attitude towards student's

perception on video usage.

H2: There is a positive correlation between perceived usefulness and attitude towards student's

perception on video usage.

H3: The student's perception towards video usage may be influenced by the perceived ease of use.
H4: Perceived usefulness may affect Student's perception towards video usage.

H5: Attitude may influence the student's perception on video usage.

H6: Gender may have a positive link on the perceived ease of use.

H7: There is a positive correlation between gender and perceived usefulness.

H8: There is a relationship between age and perceived ease of use.

H9: There is a positive link between age and perceived usefulness.

3.3 The Instrument Adopted

This research will be using questionnaire thru online survey administration software, a free

web base offered by google for the safety of the participants. The Google Forms is a cloud-based

information the tool is utilized for planning and creating electronic surveys. This device is given

by Google Incorporation and freely accessible on the web to anybody to utilize and make online

surveys. It can access anytime, anywhere and there are different benefits such as limitless reviews

& 100% free have made Google forms a famous item in online overview research (Raju &

Harinarayana, 2016). The Google forms gives a simple way to utilize web interface for planning

and creating electronic review surveys. it gives different choices to gather the information from

the various answers. For instance, one can have numerous decision choices, check boxes, scale,

framework, text, etc. The researchers or creator can set up the specific number of inquiries needed

to be gathered. The format alternative gives worked in layouts to giving sedative search for the

survey (Raju & Harinarayana, 2016).

3.3.1 Reasons for Choosing a Questionnaire

Questionnaire preparation, data collecting, data storage, data visualization, and work

collaboration are all advantages of online surveys. Online surveys are inexpensive and may be

completed in a short amount of time. The researcher has the ability to start the survey, pause it,

and continue it whenever they choose. Online surveys, according to several other research, are

cost-effective and may be completed in a short amount of time (Nayak & Narayan, 2019).

This study will use questionnaire as the form in gathering data, it has low-cost, fast, and

effective method of gathering huge volumes of information from a big sample of individuals. The

questionnaire will be sent through google form, it is more convenient as we are currently facing

pandemic and face-to face is not allowed.

3.3.2 Questionnaire Development

This study will use a 4-point Likert scale in formulating the questionnaire. The

questionnaire consists of five (5) sections, the first section contains the demographic information

of the students namely; age, gender, course, year level and email (optional). In addition, the other

four (4) parts; perceived usefulness, perceived ease of use, attitude and student’s perception.

Section B measures the TAM variable, perceived usefulness in utilizing video presentation

as alternative learning material. The questions are adopted from the related questionnaires of Nagy

(2018) and Alqirnas (2020).

Section C covers the perceived ease of use variable of TAM to assess using of video

presentation as learning material.

 Section D measures the attitude of students towards the use of video presentation as

alternative learning material. questions are adapted from the questionnaires defines by Alqirnas

(2020) and Miner & Stefaniak (2018).

Section E measures the students’ perception in using video presentation as alternative

learning material. Questions were adapted and modified from the related questions of Miner &

Stefaniak (2018) and Thoib (2020).

Generally, the questions are adapted from the questionnaires of Alqirnas (2020), Nagy

(2018, Tarhini, Liu & Londion (2014) and Miner & Stefaniak (2018). The questions included are

adopted and modified from different related studies for each factor of extended TAM to assess the

perception of the City College of Angeles students specifically the Institute of Education, Arts and

Sciences in utilizing video presentation as alternative learning material.

Survey Questionnaire

Course: Year Level:

Age: Gender:
Email (Optional)
Model: This study follows and modified a certified instrument from related studies. Factors
from extended TAM are modified and adopted towards assessing the perception towards the
use of video presentation as an alternative learning material among students.
In which 5 denotes Strongly Agree, 4 is Agree, 3 neutral, disagree indicates 2, and 1 implies
Strongly Disagree.

Perceived Usefulness Likert Scale

Source
1 2 3 4
As a student…
PU1 I believe using video (Nagy, 2018)
presentation makes
learning effortless.
PU 2 Using video presentation (Nagy, 2018)
improve the efficacy of
my learning.
PU 3 I believe that my (Alqirnas, 2020)
learning performance is
enhanced when using
video presentation.
PU 4 I think that the quality of (Alqirnas, 2020)
my learning is enhanced
when using video
presentation.
PU 5 Using video presentation (Alqirnas, 2020)
is useful material for me
to develop my learning.
Perceived Ease of Use Likert Scale
Sources
1 2 3 4
As a student…
PEU1 I guess it doesn’t require (Alqirnas, 2020)
me a help from expert to
use video presentation.
PEU 2 I think video (Alqirnas, 2020)
presentation is flexible to
use.
PEU 3 I believe I can easily (Nagy, 2018)
access video
presentation.
PEU 4 For me, video (Tarhini, Liu & Londion,
presentation is clear and 2014)
understandable.
PEU 5 Overall, I believe the (Miner & Stefaniak, 2018)
video presentation easy
to use.
Attitude Likert Scale
Source
1 2 3 4
As a student…
A1 I think using video (Alqirnas, 2020)
presentation as an
alternative learning
material makes my
learning interesting.
A2 Video presentation (Miner & Stefaniak, 2018)
motivates me to study
more.
A3 Learning from video (Miner & Stefaniak, 2018)
presentation is boring.
 A4 It is a good idea to use (Alqirnas, 2020)
video presentation as an
alternative learning
material.
A5 I like using video (Alqirnas, 2020)
presentation as
alternative for learning
material.
Student Perception Likert Scale
Source
1 2 3 4
As a student…
SP1 I assume video (Miner & Stefaniak, 2018)
presentation is engaging
as I can learn in my own
convenience.
SP2 I believe video (Thoib, 2020)
presentation covers
many lessons in one.
(Ex. Video number 1
consists of 5 lessons.)
SP3 I think video (Thoib, 2020)
presentation is more
interactive.
SP4 I felt satisfy learning in (Thoib, 2020))
video presentation.
SP5 I understand well the (Thoib, 2020)
lesson from video
presentation.

3.3.3 Scaling Technique

The Likert scale is a collection of assertions (items) presented for a real or hypothetical

scenario under consideration, the 4-point Likert scale is utilized for the second section. On a metric

scale, participants are asked to indicate their degree of agreement (from strongly disagree to

strongly agree) with the provided statement (Joshi, Kale, Chandel & Pal, 2015). This course of

action effectively provides a focal unbiased reaction and an equivalent number of positive and

negative reactions above and beneath the nonpartisan center reaction. Additionally, the potential

reactions ought to be made so that there is an equivalent feeling of distance between them. A
typical model is a bunch of potential reactions, for example, "emphatically clash," "conflict,"

"unbiased," "concur," and "unequivocally concur." Appointing numbers 1 through 5 to these

reaction classifications modifies them into a structure that can be added to reactions from

comparable things (Emerson, 2017).

The researcher adopted the Likert scale as the scaling technique for this study. this scaling

technique will help to easily operationalize the perception of the students at City College of

Angeles under the Institute of Education, Arts and Sciences in using video presentation as an

alternative learning material. Likert scale is one of the most known scaling techniques in

developing survey questionnaire as a research instrument, it is also widely used in survey research

because they make it simple to conceptualize personality traits or views. Each item is assigned a

rating so that the data may be objectively evaluated. (Bhandari, 2020). To gather data, you ask

participants Likert-type questions or statements and provide them with a continuum of potential

replies, generally 5 or 7 items.

3.3.4 Initial Validation of Questionnaire

The practice of evaluating a questionnaire to check if it measures what it was designed to

measure is known as questionnaire validation. If a questionnaire's validation is successful, the

designers deem it valid. Depending on the validation technique used, validity can take numerous

forms. Based on the unique scenario for the questionnaire, the questionnaire's developers may

select one or more of the various validation techniques (Verial, 2021). This research will request

for the instrument or questionnaire be validated by the experts.

3.3.4.1 Expert Validation Proposed

 The researcher will request for an expert who understand the study and expert in

construction of questionnaire to validate and modify the developed questionnaire from different

researches that is related to the study, checking if the questions are related to the topic is also

conducted by the expert.

3.3.4.2 Statistical Pilot Study Proposed

After the expert validate and correct the questionnaire, the participants will be subjected to

pilot testing in order to assist the experts' validation.

3.4 Process of Data Collection

Data collection is the act of obtaining and evaluating information on variables of interest

in a systematic manner that allows researchers to answer research questions, test hypotheses, and

assess outcomes. All disciplines of study, including physical and social sciences, humanities,

business, and others, use data collecting as part of their research (Gill, Stewart &Treasure, 2008).

Quantitative research makes use of quantitatively represented empirical data to reflect the

respondents' perceptions or experiences. In a deductive process, quantitative data is acquired,

aggregated, encoded, and statistically processed to evaluate and estimate the interaction of factors

(Goertzen, 2017). The conduct of a survey is the most frequent data gathering approach in

quantitative research. A survey is a method of collecting data in which study participants reply to

a standardized questionnaire created by the researcher. After that, the replies are collected,

encoded, and processed to provide statistical data in the form of graphs or tables (Moises, 2020).
 Furthermore, Vaske (2019) explicated that the data collected through surveys can lead in

hundreds of variables and thousands of respondents. In a rigid process of data encoding in the

database, running preliminary analysis to detect any missing data or potential outliers, conducting

reliability and validity tests, and converting the data to generate indices of underlying concepts.

This section will present and discuss the unit of analysis, target population, and sample size

that will be needed for this study.

3.4.1 Unit of Analysis

As stated by Trochim (2021) The unit of analysis is one of the most help manage in any

research project. The major entity you will be analyzing in your study is the unit of analysis. The

unit of analysis is one of the most essential concepts in a research endeavor. The primary entity

that you are examining in your study is the unit of analysis (Miles, 2018). Defining a unit of

analysis is one of the initial stages in choosing how you'll examine the data stated by Cole (2018)

his might be a single student, a group of students, or perhaps a whole program. It's crucial to realize

that your unit of analysis differs from your unit of observation. Data may be analyzed in a variety

of ways. The choosing of a conceptualization of a phenomenon that conforms to a theoretical

viewpoint or framework is described as a unit of analysis. Units of analysis, as a starting point, are

the products of conceptualizing, of rational operations. It reflects a study's theoretical

underpinnings in a unique way. Units of analysis establish what the objects of research are by

operationalizing theory into observations (Jorne & Damşa, 2019).

3.4.2 Participants of the Study

The participants will be randomly selected from the various course of Institute of

Education, Arts and Science students enrolled in City College of Angeles. These participants are
chosen as they are most likely required to use video presentation during the class discussion and

watch videos as a virtual representation of the lessons. Moreover, it is more convenient and safer

to contact the participants from the Institute of Education, Arts and Science Department that is

enrolled in City College of Angeles through online especially during the Covid-19 pandemic.

3.5 Sampling Approaches

A sample is the particular group from whom you will gather data. The sample size is always

smaller than the overall population size (Bhandari, 2020). McCombes (2021) define sample as the

set of people who will actually take part in the study. There are two primary types of sampling

procedures; probability sampling methods in which all participants in the target population have

equal probability of being selected in the sample; and non-probability sampling methods in which

the population sample is selected in a non-systematic process in which equal possibilities for each

subject in the target population are not guaranteed (Elfil & Negida, 2017).

This research will use convenience sampling to gather the general sample population and

identify the respondent of the study. Convenience sampling or also known as availability sampling

is an approach in which participants are chosen depending on their immediate availability. This

accessibility is typically in the form of geographical proximity, but it may also include other forms

of accessibility, such as known contacts (Frey, 2018). As online is the material that all of the people

are using, from work to classes, convenience sampling is one of the recommended sampling

methods as this approach involves a respondent who is available to answer and convenient to the

researcher.

3.6 Sampling Size

 This research will be focusing particularly to the population of students at City College of

Angeles enrolled in Institute of Education, Arts and Science, this population will include students

from 1st year to 4th year students taking the course under Institute of Education, Arts and Science.

The total sample size will be calculated with the aid of the Raosoft calculator, Raosoft sample

calculator is a product that basically ascertains or creates the example size of a research or survey.

Assessing an example size for a survey, project or research can be befuddling and baffling,

therefore, it offers both example size certainty stretch computation to limit these dissatisfactions

experienced during research (Raosoft, 2020). The researcher will ask for a request letter to get the

permission of the admin who can provide the list of total number population of the students

enrolled under the Institute of Education Arts and Science from 1st year to 4th year. The total

sample size will be calculated with the use of Raosoft with a 5% margin error, 95% confidence

level and 50 % response distribution the result will be used to determine the sample size.

3.7 Survey Administration

The researcher will prepare a letter that indicates a request to conduct the study in City

College of Angeles, the students from 1st year to 4th year under Institute of Education, Arts and

Sciences. The google form link where questionnaire is written will be sent to the advisers of each

section, advisers will be sent in their group chats for easier access to the questionnaire. Researchers

will also ask the faculty teachers of the IEAS to share the google form the students who are under

this institute. A description of the purpose of this study will be included at the top of the google

form questionnaire to enlighten and encourage the student to take part of this study, the researcher

will make sure the response will remain confidential; all the information will only be use to aid

the study in determining the purpose. Moreover, as an appreciation to the respondents who will be

actively participate will be given a token.

3.8 Data Analysis Strategy

The researcher will be using SMART PLS and Microsoft Office Excel as a tool to analyze

and process data that will be collected from the participants. Berk (2019) define excel as a product

program intended to assist you with assessing and present data in an accounting page design. In

any case, it is adaptable to such an extent that its application can stretch out past customary

bookkeeping pages into the space of information investigation. You can utilize Excel to enter

information, break down the information with essential measurable tests and diagrams, and

afterward make reports summing up your discoveries. Smart PLS was created by Ringle, Wende

and Will on year 2005, it is one of the noticeable programming applications for Partial Least

Squares Structural Equation Modeling (PLS-SEM). The product has acquired ubiquity since its

dispatch in 2005 not just on the grounds that it is uninhibitedly accessible to scholastics and

scientists, yet in addition since it has a cordial UI and progressed detailing highlights (Wong,

2013).

In the present era, the most widely utilized use for PLS-SEM is for quantitative data

analysis. The PLS-SEM is a popular multivariate analytic approach for calculating variance-based

structural equation models, especially in the social sciences (Hussain, Fangwei, Siddiq, Ali &

Shabbir, 2018). This approach is known as "partial" least squares since its iterative procedure

requires splitting the parameters rather than estimating them all at once. Bootstrapping,

jackknifing, and blindfolding are all important resampling methods (Wong, 2019).

3.9 Data Examination

3.9.1 Data Preparation and Screening

Construct Reliability and Validity

 Morajhan (2017) stated that reliability and validity are the two generally significant and

major highlights in the assessment of any estimation instrument or apparatus for a decent

exploration, that are expected to introduce in research system part in a succinct yet exact way.

These are suitable ideas for presenting a surprising setting in research. Dependability is alluded to

the steadiness of discoveries, while legitimacy is addressed the honesty of discoveries Construct

validity alludes to how well you deciphered or changed an idea, thought, or conduct that is a

develop into a working and working reality, the operationalization. Construct validity consist of

two different parts the convergent and discriminant validity (Taherdoost, 2016).

However, the ideas of Validity and Reliability are firmly related, they express various

properties of the estimating instrument. For the most part, an estimating instrument might be

reliable being valid, however on the off chance that an estimating instrument is substantial, it is

additionally prone to be dependable. Notwithstanding, Reliability alone isn't adequate to guarantee

legitimacy. Regardless of whether a test is dependable, it may not precisely mirror the ideal

conduct or quality (Sürücü, & Maslakçı, 2020).

Discriminant Validity

Discriminant validity test is a necessity in an instrument improvement that includes inert

variable (Abdominal muscle Hamid, Sami and Sidek, 2017). Discriminant validity which likewise

alludes to disparate legitimacy (DeVelis, 2017) implies that two ideas should show huge contrasts

reasonably. A discriminant legitimacy test means to demonstrate that one build is exceptionally

not quite the same as the other one (Voorhees, Brady, Calantone, and Ramirez, 2015).

Discriminant validity affirms that each inert develop is novel. As such, one inert develop ought to

not be exceptionally corresponded with the other one (Henseler, Ringle, and Sarstedt, 2014). Hair,

Black & Babin (2019) expresses that discriminant validity could be set up by relating one build to
another. In the event that the connection worth of the two develops is lower than 0.85, it implies

that the discriminant validity exists.

Hamid, Sami & Sidek (2017) stated that discriminant validity is alluding to the degree

wherein the build is really varying from each other observationally. It likewise gauges the level of

contrasts between the covering build. The discriminant legitimacy can be assessed by utilizing

cross-stacking of pointer, Fornell and Larcker measure and Heterotrait-monotrait (HTMT)

proportion of connection. By taking a gander at the cross-stacking, the factor stacking markers on

the appointed develop must be higher than all stacking of different builds with condition that the

remove worth of factor stacking is higher than 0.70.

3.9.2 Missing Data

The following fundamental techniques for processing a dataset with gaps are used in

missing data management. Removing the missing data from the dataset and filling in the gaps with

sample statistics values depending on the degree of similarity between observations or taking into

account the correlation between component variables (Izonin, Tkachenko, Verhun & Zub, 2021).

There is a high risk of losing important information for subsequent analysis if a portion of a set

with missing data is deleted. The use of averages and medians to fill gaps in data sets is predicated

on the assumption that variables are unrelated. This method, however, does not always work. The

final strategy mentioned takes into consideration the connections between variables (Babichev,

2018). If a data that will be missing in the future is discovered while on the process of collecting

data and encoding of this, a latest version of Smart PLS will be proposed as a tool that will be used

to check and have an accurate data.

 SmartPLS was created by Ringle, Wende and Will on year 2005, it is one of the noticeable

programming applications for Partial Least Squares Structural Equation Modeling (PLS-SEM).

The product has acquired ubiquity since its dispatch in 2005 not just on the grounds that it is

uninhibitedly accessible to scholastics and scientists, yet in addition since it has a cordial UI and

progressed detailing highlights (Wong, 2013).

3.9.3 Validity and Reliability of Instrument

In qualitative research, validity and reliability improve transparency and reduce the

chances of researcher bias, a comprehensive review of reliability and validity for all secondary

data includes an examination of the data collection techniques (Mohajan, 2017). The validity and

reliability of the methods or instruments used in the study are used to determine the rigor of

quantitative investigations, a high-quality research study will show how all of these issues have

been handled. This will assist you in determining the research's validity and reliability, as well as

whether or not the findings should be used (Heale & Twycross, 2015). Validation and reliability

testing of a data collecting instrument is critical for confirming the instrument's feasibility and

consistency in assessing a research's desired outcome (Hazzi & Maldaon, 2015; Kinchin, Ismail,

& Edwards, 2018). Cronbach's alpha is the most widely used test for determining an instrument's

internal consistency, the average of all correlations in each combination of split-halves is

determined in this test (Bujang, Oma & Baharum, 2018). Dijkstra's rho A is a determinant of better

approximation of true reliabilities even more than both Cronbach Alpha and Composite Reliability

coefficients.

It is also referred to as Dijkstra's consistent of PLS output, also known as PLSc technique,

which results include reliabilities for each of the variables studied (Adam, 2018). As stated by

Taber (2018), Cronbach's Alpha is a scale reliability metric used to assess the consistency in
relatedness of a group of items. Therefore, researchers will apply Cronbach’s alpha to estimate the

validity and Rho-A will be used to determine the reliability of the instrument that will be used for

this study.

3.9.4 Output Estimators Proposed

One of the oldest and most researched problems in statistics is the goodness-of-fit test. For

a long time, statisticians have been advising against using the chi-square test with continuous

distributions. This is owing to its lack of power when compared to other tests; however, it does

have one benefit over most other tests in that it readily handles parameter estimates (Rolke,

Gongora, 2020). A test statistic and its associated P value are at the end of all inferential statistical

tests. This P value has gained such a high profile that anybody who does or reads research is now

familiar with the phrase "P 0.05" as a cut-off that signifies statistical significance. Most people

take P 0.05 to indicate that “the likelihood that the finding is due to chance is less than 5%” and

that “the probability that the finding is a true result is more than 95%.” both of these interpretations

are wrong, yet they are commonly used since they offer a simple method to explain and

comprehend a somewhat difficult idea (Andrade, 2019).

Mentioned in the study of Chicco, Warrens & Jurman (2021) the mutual relationship

between the ground truth and the prediction model, R-squared, the coefficient of determination,

can take values in the range (−∞, 1]. Negative R-squared values indicate that the regression worked

badly. When the regression model explains none of the variability of the response data around its

mean, R-squared might be zero (Minitab Blog Editor, 2013).

3.10 Contributor Role

 Authors provide information on how they contributed to the work presented in the

publication, and their statement appears at the end of the document. In physics publications, this

is a relatively recent practice. The number of co-authors on each article has increased as the size

and internationality of scientific partnerships has expanded. Academics, on the other hand, are

under increasing pressure to be more open about their work and to offer quantifiable measures of

their value to science and society, in addition to the number of citations to their articles (Kirova,

N.d). This section specifies the contribution of each author of this study.

14 Contributor Ferrer, Dimple Christ Wong, Erika Mae Abano, Regine. Cabayao, Rhoel.
Roles C..
Conceptualization Contributed 74 related Contributed 75 related Contributed 28 Contributed 23
articles from Chapter 1 articles from Chapter 1 related articles related articles
to 3. to 3. from Chapter 1 to from Chapter 1 to
3. 3.
Data curation N/A N/A N/A N/A
Formal Analysis N/A N/A N/A N/A
Funding N/A N/A N/A N/A
acquisition
Investigation Investigated the proper Investigated the proper N/A N/A
format, proper format, proper
citations, the citations, the
relationship of the relationship of the
variables, the construct variables, the construct
of this research, and of this research, and
the purpose of this the purpose of this
study. study.
Methodology Contributed: Contributed: Contributed: Contributed:
Introduction Introduction Supporting Article Supporting Article
Method of Study Method of Study
The instrument The instrument
adopted adopted
Reasons for choosing Reasons for choosing
a questionnaire a questionnaire
Questionnaire Questionnaire
development development
Scaling technique Scaling technique
Initial validation of Initial validation of
questionnaire questionnaire
Expert validation Expert validation
proposed proposed
Statistical pilot study Statistical pilot study
proposed proposed
Process of Data Process of Data
Collection Collection
Unit of analysis Unit of analysis
Participants Participants
 Sampling approaches Sampling approaches
Sampling size Sampling size
Survey administration Survey administration
Data analysis strategy Data analysis strategy
Data examination Data examination
Data preparation and Data preparation and
screening screening
Missing data Missing data
Validity and reliability Validity and reliability
of instruments of instruments
Output estimator Output estimator
proposed proposed
Project Revises grammar Revises grammar N/A N/A
administration errors and double errors and double
check the format of the check the format of the
study. study.
Resources Has a Laptop, Has a Laptop, Has a Smartphone, Has a laptop,
Smartphone, tablet, Smartphone, tablet, and internet Smartphone, and
and internet and internet connection use in internet connection
connection use in connection use in searching article. use in searching
searching and editing and editing some
the study. part of hypothesis.
Software Uses Microsoft Word Uses Microsoft Word N/A Use Microsoft
and Microsoft Excel to and Microsoft Excel to Word.
edit and check the edit and check the
study. study.
Supervision The leader of Group 3. Always supervised and Member of the Member of the
Always supervised and guided the members group. Always group. Always
guided the members in together with the supervised and supervised and
doing their task. leader. guided by the guided by the
leader in content leader in content
drafting and drafting and
formatting. formatting.
Validation Attends Dr. Solomon’s Attends Dr. Solomon’s Attends Dr. Very seldom in
extra class to correct extra class to correct Solomon’s some attending Dr.
and change errors on and change errors on of extra class to Solomon’s extra
the study. the study. correct and change class to correct and
errors on the study. change errors on
the study.
Visualization Be able to visualize Be able to visualize Be able to Be able to
the importance and the importance and visualize the visualize the
need of study by need of study by importance and importance and
seeing the perception seeing the perception need of study by need of study by
of the students in of the students in seeing the seeing the
utilizing video utilizing video perception of the perception of the
presentation as presentation as students in students in
alternative learning alternative learning utilizing video utilizing video
material. material. presentation as presentation as
alternative alternative
learning material. learning material.
Writing – original Wrote the background Wrote the background Wrote the scope of Wrote the
draft of the study, research of the study, research the study and RRL significance of the
question, objective, question, objective, of this paper and study and RRL of
hypothesis, and the hypothesis, and the contribute articles this paper and
definition of terms and definition of terms and from chapter 1 to 3 contribute articles
 contribute articles contribute articles that can help for from chapter 1 to 3
from chapter 1 to 3 from chapter 1 to 3 the betterment of that can help for
that can help for the that can help for the this research the betterment of
betterment of this betterment of this paper. this research
research paper. research paper. paper.
Writing – review Review and edited Review and edited N/A N/A
& editing from chapter 1 – 3. from chapter 1 – 3.
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