How Micro-Lectures Improve Learning Satisfaction and Achievement: A Combination of ECM and Extension of TAM Models

Jiang, Peijie and Tanu Wijaya, Tommy and Mailizar, Mailizar and Zulfah, Zulfah and Astuti, Astuti (2022) How Micro-Lectures Improve Learning Satisfaction and Achievement: A Combination of ECM and Extension of TAM Models. mathematics, 10 (19). pp. 1-19. ISSN 2227-7390

Text Q1. 1mathematics-10-03430.pdf Download (1MB)

Abstract

This study aimed to examine the potential of micro-lectures as effective technology-based learning media in mathematics. It proposed a hypothesis that using micro-lectures affects learning satisfaction and achievement in mathematics. Data were collected using a questionnaire developed from the acceptance model theory (TAM) and the extended Expectation Confirmation Model (ECM). Respondents comprised 233 students from six classes that used micro-lectures to learn mathematics for one semester at a public junior high school. The data were analyzed quantitatively using struc- tural equation modeling assisted by SMART PLS 3.0 software. The results showed that perceived usefulness was the most significant factor in the learning achievement. Student attitude towards micro-lectures was the strongest positive factor in learning satisfaction. Furthermore, the proposed model explained 76.9% and 77.3% of the factors related to learning and satisfaction in using micro- lectures, respectively. It implies that micro-lectures affect learning satisfaction and achievement in mathematics. These results indicate that using micro-lectures in mathematics lessons increases learning satisfaction and achievement. They could assist schools, teachers, and local education min- istries in planning, evaluating, and implementing micro-lectures in teaching and learning activities to improve education quality.

Actions (login required)

View Item