Factors Influencing High School Students’ Intention and Use Of elearning to Study Chemistry in Bangkok, Thailand
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Purpose: This research aims to identify factors impacting the behavioral intention and use behavior of eLearning among the students who are studying Chemistry in the final two years (Grade 11 and 12) of international schools in Bangkok, Thailand. The conceptual framework is based on performance expectancy, effort expectancy, social influence, facilitating conditions, habit, behavioral intention and use behavior. Research design, data, and methodology: A quantitative approach of probability and non-probability techniques was used, including judgmental, stratified random and convenience samplings. Constructed on the UTAUT model used for this study, 500 questionnaires were distributed to high school Chemistry studying pupils among international schools in Bangkok. Statistical tool of Structural Equation Modelling (SEM) and Confirmatory Factor Analysis (CFA) of IBM SPSS was adopted to explore the collected data and analyze the model fit, reliability, and validity of the various variables. Results: Results indicate the strongest relationship between the behavioral intention and use behavior of eLearning. Furthermore, performance expectancy, efforts expectancy, facilitating conditions, and habit significantly affect behavioral intention. Facilitating conditions and habit have a significant impact on use behavior. Conclusions: A robust relation has demonstrated a strong association between behavioral intention and the user behavior of eLearning.
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