Factors Affecting Services for Computer Assisted Learning In a Remote Area: Analysis of Structural Equation Modeling

Abstract

Students in remote areas need to obtain adequate educational services including the use of computer technology to enhance effective and quality of learning process. This study aimed to analyse students’ perception towards computer-assisted learning services at some high schools with restricted learning technology in an isolated area. Particularly, it emphasized to find the influence of teacher behaviour, credibility, communication, and accessibility to the use of computer assisted learning. A five-Liker scale of service indicators containing 15 items within four dimensions, namely teacher behaviour, credibility, communication, and accessibility was administered to 117 respondents. A structural equation modelling was applied to analyse the data. The results illustrated that teacher behaviour (1.00), credibility (1.00), and communication (1.00) were perceived to be the most influential factor affecting compared to the teacher service of accessibility (0.74) on computer-assisted learning. This research proved that basic education service was a competent teacher with adaptable behaviour, credible, and upright communication. Accordingly, for the learners who were not yet fully literate in technology, the role of teachers became highly prominent in constituting respectable, credible, and communicative behaviour on the use of computer-assisted learning. Further research is recommended to address other potential areas to ensure other influential control of those four facets.

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