Influencers of Senior High Sciences Students’ Satisfaction and Behavioral Intention to Use Online Learning in Panzhihua, China
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Purpose: The purpose of this article is to investigate the indicators that influence satisfaction and behavioral intention with online education in Panzhihua, China, and the investigation was conducted using a quantitative survey assessment strategy. The conceptual framework incorporated system quality, information quality, service quality, effort expectancy, social influence, satisfaction, and behavioral intention. Research design, data, and methodology: This study applied quantitative method to collect the data. The researcher distributed the questionnaire to the 461 sciences students. Item-Objective Congruence (IOC) and Cronbach's Alpha gauge the validity and reliability. IOC reveals that each scale item achieved a rating of 0.6 or greater. Cronbach alpha coefficient reliability affirms values equal to or surpassing 0.7. The sampling methods encompass judgmental, stratified random, and convenience sampling. Data analysis involved the utilization of Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). Results: All six hypotheses were determined to be established. System quality, information quality, service quality significantly influences on satisfaction. Furthermore, behavioral intention is significantly influenced by satisfaction, effort expectancy, and social influence. Conclusions: Therefore, if students are satisfied with their online learning experience, their behavioral sense for employment the online learning through the Huidao education system will be enhanced.
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