discarded because the respondents failed to complete the research instrument appropriately or because they indicated that they are non-Kuwaitis. 3.4.3 Research Limitations In the process of preparing this study, we faced some problems and obstacles that caused some limitations to our study. One of these limitations was time. The time of collecting data was limited, and hence, the sample size selected was relatively small. Results, therefore, had to be interpreted scrupulously. 3.5 RESEARCH DESIGN An empirical study was conducted to analyze Kuwaiti students’ attitudes towards elearning. Three hypotheses were developed to achieve the research objectives. To collect the data, a questionnaire was distributed in different areas in Kuwait. 3.5.1 Data Collection Instrument and Sourced The questionnaire is a fifteen-item scale that measures attitudes towards e-learning (Cheng, 2006). This scale consists of three dimensions that measure individual perspective, learning effects and class management within an electronic educational system. The reported reliability alpha of the scale in Cheng’s study is 0.8076. 3.6 DATA ANALYSIS METHOD Factor analysis will be used as the main procedure of data analysis. Factor analysis is a technique that represents a number of variables in term of a smaller number of factors, or latent variables as they are often referred to. A factor is a continuous latent variable which is assumed to account for relationships in the data. The identification of factors is important for at least two reasons. Firstly, it can provide useful theoretical insights into underlying relationships and patterns in the data, and secondly, it can enable data containing highly correlated variables to modelled using Generalized Linear Models (GLMs). A distinction can be made between two different types of factor analysis, exploratory and confirmatory. Exploratory factor analysis which is going to be used in this study identifies relationships among variables which are often far from obvious in the
can be the formulation for focusing research on e-learning. Thus, this analysis of elearning initiates the following questions: 1. What is the purpose of e-learning? 2. What are the demographic factors affecting e-learning? Different researchers from different parts of the world discussed attitudes towards elearning. However, we found that there is a lack of research in this area in Kuwait. This can be related to the belated introduction of the e-learning system and the traditional viewpoint towards education in this part of the world. By studying the attitudes towards e-learning in Kuwait, we try to fill this research gap in an Arab non-West context. 1.3 RESEARCH OBJECTIVES Few studies analyzed the attitudes towards e-learning. Our study aims to fill this gap by analyzing the attitudes toward e-learning in Kuwait. More specifically our objective is to analyze the Kuwaiti society's attitudes and expectations towards e-learning, examine the impact of some variables such as gender and educational or literacy level on the attitudes towards e-learning in Kuwait, and test the validity of the recently developed e-learning scale in a non-Western culture sphere. 1.4 RESEARCH HYPOTHESES In this research it is hypothesized that: H1: Kuwaiti participants will report negative attitudes towards e-learning (as expressed by lower scores on the e-learning scale). H2: There will be no statistically significant difference in attitude towards e-learning based on gender. H3: There will be a statistically significant difference in attitude towards e-learning based on educational level.
A Study of Student’s Attitudes towards Cooperative Learning
This study revealed that generally students at Universiti Malaysia Sarawak had positive attitudes towards learning using the Internet. This perception was not race or gender specific. It was also not related to students' scholastic ability. However students from the Faculty of Information Technology, Faculty of Engineering, and Faculty of Resource Sciences and Technology had more positive attitudes compared to students from the other two faculties. This could be because the students in these two faculties were more exposed and had more opportunities to use the Internet for course related activities.