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Market Research

Student’s Name

Institutional Affiliation

Course Name

Instructor’s Name

Assignment Due Date

Section A

Part I

X- Ease of use

Based on the context, ease of use refers to the students' ability to utilize the e-learning

communication tools efficiently. If the devices are easily used, the students will continually

apply the e-learning and school administrators' tool to facilitate more technology integration in

the e-learning services. As suggested by Hung et al. (2008), the ease of use explains about 40-

50% of the technology adoption.

Y- Speed

In this context, speed is defined as the rate at which the e-learning facility can generate or

deliver the required results. Eze et al. (2020) argues that if a technology enables the students to

quickly access the materials and submit the work in the required time, there is increased usage of

the technology in the e-learning services. However, if the technology is slow, there is less usage,

further leading to replacement.

Z- Technology Adoption

The speed and the ease of use determines how a given technology is adopted into e-

learning. For instance, if the technology is slow, it will not be integrated into e-learning.

Nevertheless, fast technology will be integrated into the e-learning system. This shows that the

speed determines the integration magnitude of a given technology. Similarly, when a technology

in e-learning is easy to use, it will be fully integrated to make online learning easier.

Part II

H1- Speed and ease of use determine the usage of e-learning tools for communication between

learners and instructors.

H2- Speed and ease of use do not determine the usage of e-learning tools for communication

between learners and instructors.

Part III

Regression Analysis Method

The regression analysis method is the most suitable method to test H1 and H2. A

regression line will be drawn from the data collected at a given significance level, for instance

0.95, to determine if the null hypothesis holds. If the regression shows that the speed and ease of

use determine the usage of a given technology, then the null hypothesis is accepted. Suppose the

regression line shows that at a given confidence level (0.95), the ease of usage and speed does

not determine technology's continued usage; the null hypothesis is rejected, and the alternative

hypothesis is accepted. Regression analysis is the best alternative due to its simplicity and

reliability. It only involves drawing of the dependent variable and the independent variables -

speed and ease of usage.

Section B

Part I

A Survey on Factors Affecting Continued Usage of E‐Learning Communication Tools

Introduction

I am [mention name] students from the [learning institution]. I am researching the factors that

affect the continued usage of e-learning tools in the U.S. I would like you to help take part in this

research by filling in this questionnaire. Your information will be kept confidential.

Preliminary Questions (put a ✓ if yes)

1. Have you been an e-learning before ______________

2. Do you know of anyone who has been an e-learning student? __________

(Proceed if you answer one of the question in this section)

Demographics

1. How old are you? __________

2. Where do you reside? _________

3. Do you use the internet often? _______________

Factors affecting e-learning services (put a ✓ if yes)

Ease of use

Questions Strongly Disagree Neutral Agree Strongly

disagree agree

1. Ease of access is positively correlated

with continued usage of e-Learning

technology.

2. Ease of access is the primary factor

teachers consider before introducing an

e-learning technology.

3. Ease of access determines the extent of

technology integration in e-learning.

4. Ease of access influences the student's

likability of the technology

5. Are all the e-learning technologies you

have used easy?

Speed

Questions Strongly Disagree Neutral Agree Strongly

disagree agree

1. The e-learning technologies you have

used are easy to use

2. The e-learning applications enable fast

downloads and uploads.

3. E-learning applications' speed is

positively correlated with students'

likability of the app.

4. Speed affects your continued usage of

e-learning applications usage.

5. Speed affects the integration of

technologies in e-learning.

Technology Adoption

Questions Strongly Disagree Neutral Agree Strongly

disagree agree

1. Technology adoption is affected by its

Speed

2. Technology adoption is affected by its

ease of use.

3. self-efficacy affects technology

adoption in e-learning
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4. compatibility is a factor to consider in

technology adoption

5. usefulness affects e-learning technology

integration

Part II

Nominal: Type of data that labels the variable but does not provide any quantitative value

(Brown, 2011). In the speed section's likability scale, a person can only say if he agrees or

disagrees, but it does not say at what extent.

Ordinal: An example of categorical data where the data have categories, but there is no distance

between the two variables (Brown, 2011). In our research, we know that speed and ease of usage

affect the technology integration in e-learning, but we do not know the interval between speed

and ease of usage.

Interval: This involves measuring variables within a given scale in which the distance between

the intervals is equal (Brown, 2011). The data is always in the form of numbers. In the likability

scale measuring ease of use under the section of measuring if speed affects your continued usage

of e-learning applications usage, the scale can be measured as strongly disagree (1), disagree (2),

neutral (3), agree (4), and strongly agree (5). The interval between the variables is uniform; it’s

one; however, these numbers cannot be added nor subtracted, but they mean something to the

scale.

Ratio Scale: A quantitative measurement scale in which there is a true zero, and there is equal

distance between the variables (Brown, 2011). In the scale measuring technological adoption,

“Technology adoption is affected by its speed," we can have the scale read; strongly disagree (0),
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disagree (1), neutral (2), agree (3), and strongly agree (4). If the respondent indicates 0, it does

not mean that he does not have an opinion on that section, rather it implies that they strongly

disagree. Like the interval scale, mathematical operations cannot be conducted on these

operations to give a certain output. The numbers are just a representation.

Section C

Research Question

Does ease of use determines the selection and adoption of an e-learning technology?

Data Collection

The researcher will collect data by selecting a section of 300 students from the

population, maybe the class of market research (the sample). Then we divide the group into two

groups male and female. Then we will record the phone numbers of all the students in each

group and their names. In each group, all the students whose third phone number is 0 or 4 or 8

will be selected to answer the questionnaire, answering the questionnaire on the ease of use.

Sampling

Stratified sampling is a probability-based sampling technique as it relies on probability in

selecting the individuals to take part in the research. For our case, the probability of selection of

each individual in a group was 3/9 = 1/3. This is because their fourth number could have been 0

or 4 or 8.

Advantages

The main advantage of stratified sampling is that each member within a subgroup has

equal chances of representation within the sample. Thus it gives the researcher the ability to
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control the sample and ensure that there is equal representation. Unlike random selection, in

which it's hard to control a given sample as the selected is random, stratified sampling can enable

the researcher to control his sample. They are arranged according to the strata in a structured

manner making the research easier. It also gives more precision than the simple random

sampling of similar magnitude. Lastly, the sample subdivision leads to selecting a smaller

sample; this makes it time and cost-effective.

Disadvantages

According to Yee and Niemeier (1996), stratified sampling's primary disadvantage is that

it requires more administrative power, and the analysis after data collection using this method is

more complex. For example, if the above research is conducted by stratified research, then there

would be administrative power as the researcher has to subdivide the population into segments.

Besides, there would be a problem of feeding the data based on the strata recorded, and then

there would be some comparisons. However, if simple random sampling (SRS) conducted it, it

would have been easier as the population is analyzed as a whole. There would be no need for

administrative power as randomness is the basic essence of SRS.

Comparison

Simple random sampling (SRS) is better than stratified sampling for three reasons; it is

easier. It's an unbiased estimator of any parameter. It does not require a lot of administrative

effort. Lastly, the analysis of data that was collected using SRS is easy to analyze. This makes

stratified sampling the weaker alternative as compared to the others. For example, in the above

research, if SRS conducted it, then it would have been easier as there would be no subdivision of
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the sample and using the numbers. It would have been just an unstructured random selection of

individuals who fill out the form. Thus, SRS is easier than stratified sampling.

References
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Brown, J. D. (2011). Likert items and scales of measurement. Statistics, 15(1), 10-14.

https://hosted.jalt.org/test/PDF/Brown34.pdf

Eze, S. C., Chinedu-Eze, V. C., Okike, C. K., & Bello, A. O. (2020). Factors influencing

students' use of e-learning facilities in a private Higher Education Institution (HEI) in a

developing economy. Humanities and Social Sciences Communications, 7(1), 1-15.

https://doi.org/10.1057/s41599-020-00624-6

Hung, H., & Cho, V. (2008). Continued usage of e‐learning communication tools: a study from

the learners' perspective in Hong Kong. International Journal of Training and

Development, 12(3), 171-187. https://doi.org/10.1111/j.1468-2419.2008.00302.x

Yee, J. L., & Niemeier, D. (1996). Advantages and disadvantages: Longitudinal vs. repeated

cross-section surveys. https://rosap.ntl.bts.gov/view/dot/13793/dot_13793_DS1.pdf