Upload
others
View
0
Download
0
Embed Size (px)
Citation preview
Faculty ofCognitive Science and Human Development
INFORMATION BEHAVIOR AND TECHNOLOGY AFFINITY AMONG UNDERGRADUATES
Nuru) Muizzah Binti Johari
, ,
Master of Science (Learning Sciences)
2015
_____
UNIVERSITI MALAYSIA SARAWAK
Grade:
Please tick (v)
Final Year Project Report o Masters C2J PhD o
DECLARATION OF ORIGINAL WORK
This declaration is made on the 5th day of JUNE 2015.
Student's Declaration:
I NURUL MUIZZAH BINTI JOHARI, 14030227, FACULTY OF COGNITIVE SCIENCES AND HUMAN DEVELOPMENT hereby declare that the work INFORMATION BEHAVIOR AND TECHNOLOGY AFFINITY AMONG UNDERGRADUATES is my original work. I have not copied from any other students' work or from any other sources except where due reference or acknowledgement is made explicitly in the text, nor has any part been written for me by another person.
JUNE 06, 2015 NURUL M~ JOHARI (14030227)
Supervisor's Declaration:
I MOHD HAFIZAN HASHIM hereby certifies that the work entitled INFORMATION BEHAVIOR AND TECHNOLOGY AFFINITY was prepared by the above named student., and was submitted to the "FACULTY OF COGNITIVE SCIENCES AND HUMAN DEVELOPMENT" as a * partial/full fulfillment for the conferment of MASTER OF SCIENCE (LEARNING SCIENCES) and the aforementioned work, to the best of my knowledge, is the said student's work.
·3 iI~ />-o(-{"Received for examination by: Date:________
(MOHD HAFIZAN HASHIM)
I
,...
I declare that ProjectJThesis is classified as (Please tick (-J»:
o CONFIDENTIAL (Contains confidential information under the Official Secret Act 1972)* o RESTRICTED (Contains restricted information as specified by the organization where
research was done)* [JOPEN ACCESS
Validation of ProjectIThesis
I therefore duly affirm with free consent and willingly declare that this said Project/Thesis shall be placed officially in the Centre for Academic Information Services with the abiding interest and rights as follows:
• This ProjectJThesis is the sole legal property of Universiti Malaysia Sarawak (UNlMAS). • The Centre for Academic Information Services has the lawful right to make copies for the
purpose of academic and research only and not for other purpose. • The Centre for Academic Information Services has the lawful right to digitalise the
content for the Local Content Database. • The Centre for Academic Information Services has the lawful right to make copies of the
ProjectlThesis for academic exchange between Higher Learning Institute . • No dispute or any claim shall arise from the student itself neither third party on this
ProjectlThesis once it becomes the sole property of UNlMAS.
• This ProjectlThesis or any material, data and information related to it shall not be distributed, published or disclosed to any party by the student except with UNlMAS permission.
Student signature __________ Supervisor signature: _______
(JUNE 5, 2015) (MOHD HAFIZAN HASHIM)
Current Address: NO. 51, SUASANA DAMAI, JALAN DARULAMAN GOLF, 06000 JITRA, KEDAH DARULAMAN.
Notes: * If the ProjectlThesis is CONFIDENTIAL or RES.TRICTED, please attach together as annexure a letter from the organization with the period and reasons of confidentiality and restriction.
[The instrument is duly prepared by The Centre for Academic Information Services]
The project entitled 'INFORMATION BEHAVIOR AND TECHNOLOGY AFFINITY AMONG UNDERGRADUATES' was prepared by NURUL MUIZZAH BINTI JOHARI and submitted to the Faculty of Cognitive Sciences and Human Development in partial fulfillment of the requirements for a Master of Science (Learning Sciences)
Received for examination by:
(MOHD HAFIZAN BIN HASHIM)
Date:
Gred./1-.
I Pusat Khidmat MakJumat Akademik UNlVERSm MALAYSIA SARAWAJ<
INFORMATION BEHAVIOR AND TECHNOLOGY AFFINITY AMONG UNDERGRADUATES
Master of Science (Learning Sciences)
'.
Faculty of Cognitive Sciences and Human Development UNIVERSITI MALAYSIA SARA W AK
2015
NURUL MUlZZAH BINTI lOHARI
This project is submitted in partial fulfilment of the requirements for a
ACKNOWLEDGEMENT
Praise is to Allah S.W.T The Beneficent, The Merciful, for giving me the strength and
courage to complete my KML6066 Research Paper. I hope that this project would
contribute to the advanced knowledge on managing stress and accepted by God as a
contribution to knowledge development and expansion. This project is aims to help
undergraduate students in identifying their attitude toward learning when using
technology as well as their daily usage of technology whether they are immersed or
continuously engaged with the technology. Various sources of data and infonnation that
collected from journals, web and others medium are assembled, simplified, and rewritten
in order to prepare the project.
Then, I would . like to express my deepest gratitude to both of my parents that gives
support, patience, understanding, tolerance and sacrifice throughout the preparation of the
project. Without their constant love and support, the process of completing the project
might full of obstacle cannot be completed. Secondly, I would like to express deepest
appreciation to my supervisor, Mr. Mohd Hafizan Hashim which has given his best shot
on advising and guiding me along the path to completing this paper. He dedicatedly
guides his supervisees in order to produce a significant research paper at the end of our
study. Besides that, my gratitude goes to Mdm. Lily Law for his motherly affection
toward me and my classmate throughout our journey in Msc. Learning Sciences. She
guide her "children" and giving encouragement when we all feeling off the track. Then,
to Mr. Chuah Kee Man, who support us in our up and down and lastly, to Assc. Prof. Dr.
Ting Su Hie for her time and guides in order to ensure us produce a quality research
paper. My gratitude also goes to Mrs. Rafika as she, had been support me during the up
and ~own while completing my thesis.
I hope that this small contribution will give a lot of benefits to those that interested to gain
understanding, experiences and skills in the area of Learning Sciences and other related
field.
Nurul Muizzab binti Jobari
June 05, 2015.
iii
Pusat Khidmat Maklumat Akademik UNIVERSm MALAYSIA SARAWAK
TABLE OF CONTENTS
Page
Acknowledgement iii
Table of contents iv
List of tables ix
List of figures xv
List of abbreviations xvi
Abstrak xvii
Abstract xviii
CHAPTER I-INTRODUCTION
1.0 Introduction
1.1 Background of study 2
1.2 Statement of Problems 5
1.3 Research Objectives
1.3.1 General Objective 6
1.3 .2 Specific Objectives 7
1.4 Research Questions 7
1.5 Research Hypotheses 8
1.6 G;onceptual Framework
1.6.1 Independent Variables 9
1.6.2 Dependent Variables 10
1.7 Significance of the research 10
1.8 Limitation for the research 13
1.9 Definition oftenns
iv
1
1.9.1 Information and Communication Technology (lCT) 13
1.9.2 Information Behaviour 14
1.9.3 Information Sharing 15
1.9.4 Information Seeking 16
1.10 Chapter Summary 16
CHAPTER 2 - LITERATURE REVIEW
2.0 Introduction 17
2.1 Learning Theories
2.1.1 Social Learning Theory 18
2.1.2 Behavioral Theory 20
2.1.3 Control Theory 21
2.2 Social Interaction
2.2.1 Learner-learner 24
2.2.2 Leamer-instructor 24
2.2.3 Leamer-content 25
2.2.4 Leamer-interface 25
2.3 Social Interaction and Use of Technology 26
2.4 Information and Communication Technology (lCT) and Learning 27
2.5 Information Behavior
2.5.1 Information Sharing 30
2.5.2 Infornlation Seeking 31
2.6'Gender and Attitude toward Information and Communication 37
Technologies (lCT)
2.7 Chapter Summary 38
v
I
CHAPTER 3 - METHODOLOGY
3.0 Introduction 39
3. 1 Research Design 40
3.2 Data Analysis Techniques
3.2.1 Independent T -test 41
3.2.2 One-Way ANOVA 42
3.2.3 Pearson Product Moment Correlation 42
3.3 Population and Sample 43
3.4 Sampling Method 43
3.5 Data Collection Method
3.5.1 Close-ended survey 44
3.6 Instrumentation
3.6.1 Consent form 45
3.6.2 Section A: Demographic Information 46
3.6.3 Section B: Information Communication Technology 46
Learning (ICTL)
3.6.4 Section C: Technology Affinity Scale (TAS) 46
3.7 Pilot Test
3.7.1 Validity 47
3.7.2 Reliability 48
3.7.3 Cronbach's Alpha 48
3.7.4 Reliability and Validity Testing 49
3.7.4.1 Section B: Information Communication
Technology Learning (ICTL)
3.7.4.2 Section C: Technology Affinity Scale (T AS)
3.8 Summary of Research Instrument 50
3.9 Chapter Summary 51
vi
CHAPTER 4 RESULTS AND FINDING
4.0 Introduction 52
4.1 Number of respondents 53
4.2 Respondents Demographic Information
4.2.1 Gender 53
4.2.2 Age 54
4.2.3 Ethnicity 54
4.2.4 Social Media Frequently Used 55
4.2.5 Time Spend on Social Media 55
4.3 Descriptive Analysis of Research Instrument
4.3 .1 Section B: Information and Communication 56
Technology Learning (ICTL)
4.3.2 Section C: Technology Affinity Scale (T AS) 60
4.4 Inferential Data Analysis toward Hypotheses
4.4.1 Testing the hypothesis by using Independent T -test 65
4.4.2 Testing the hypothesis by using One-Way ANOYA 66
4.4.3 Testing the hypotheses by using Pearson Product Moment 69 Correlation Test
4.5 Summary of Hypotheses Results 70
4.6 Chapter Summary 71
CHAPTER 5 DISCUSSION
5.0 Introduction 72
5.1 Summary of the study 73
5.2 Discussion 75
5.3 Recommendation 84
5.4 Conclusion 84
5.5 Chapter Summary 85
I
vii
REFERENCES 86
APPENDIX 98
viii
-
LIST OF TABLES
TABLE 2.1
Factors that promote or hinder sharing online and variable for further research
(Rafaeli & Raban, 2005)
31
TABLE 2.2
Information Search Process (ISP) 35
TABLE 3.1
Data Analysis Technique 41
TABLE 3.2
Strength value of Correlation Coefficient (Chua,2006) 42
TABLE 3.3
Items for Information Communication Technology Learning (lCTL) 46
ix
I
TABLE 3.4
Items for Technology Affinity Scale (T AS) 47
TABLE 3.5
Cronbach's Alpha Value 49
TABLE 3.6
Cronbach's Alpha for Information and Communication Technology 49
Learning (lCTL)
TABLE 3.7
Cronbach's Alpha for Technology Affinity Scale (TAS) 50
TABLE 3.8
Summary of the research instrument 50
TABLE 4.1
Analysis for Gender of respondents 53
x
-
TABLE 4.2
Analysis for Age of respondents 54
TABLE 4.3
Analysis for etlmicity of respondents 54
TABLE 4.4
Analysis for Social Media that frequently used by respondents 55
TABLE 4.5
Time spend on social media (duration) 55
TABLE 4.6
Descriptive Statistics for Infonnation Seeking 57
TABLE 4.7
Descriptive Statistics for Infonnation Sharing 58
xi
TABLE 4.8
Descriptive Statistics for Immersed 59
TABLE 4.9
Descriptive Statistics for Always-On 64
TABLE 4.10
Group Statistics 66
TABLE 4.11
Independent Sample T -test for Infonnation Seeking and Information Sharing 66
TABLE 4.12
Test of Homogeneity of Variance 67
TABLE 4.13
One-way of Variance between Degree of Technology Affinity and Duration 67
xii
TABLE 4.14
Multiple Comparison Tukey Post-hoc 68
TABLE 4.15
Pearson Correlation between Gender toward Attitude toward Learning with ICT 69
TABLE 4.16
Pearson Correlation between Attitude toward Learning with ICT and
Degree of Technology Affinity
70
TABLE 4.17
Summary of Hypotheses Testing Using Inferential Test 70
TABLE 5.1
Attitude toward learning with ICT based on gender 75
TABLE 5.2
De criptive analysis between social media and gender 77
xiii
I
.... ,.
TABLE 5.3
De criptive Statistics for leT learning preference 77
TABLE 5.4
Degree of Technology Affinity 79
TABLE 5.5
Duration of using technology against age 80
TABLE 5.6
Degree of Technology vs. Gender 81
xiv
LIST OF FIGURES
FIGURE 1.1
Conceptual Framework of Research 9
FIGURE 2.1
Model of Information Behavior (Wilson, 1999) 36
FIGURE 3.1
Data Collection Procedure 44
xv
ICT
ANOVA
FCSHD
FACA
FENG
UNIMAS
FRST
FCSIT
FEB
FSS
ISP
LIST OF ABREVIATION
Infonnation and Communication Technologies
One-Way Analysis of Variance
Faculty of Cognitive Sciences and Human Development
Faculty of Applied and Creative Arts
Faculty of Engineering
Universiti Malaysia Sarawak
Faculty of Resources Science and Technology
Faculty of Computer Science and Infonnation Technology
Faculty of Economy and Business
Faculty of Social Sciences
Infonnation Search Process
xvi
ABSTRAK
TINGKAHLAKU MAKLUMAT DAN AFINITI TEKNOLOGI DALAM
KALANGAN PRASISW AZAH
Nuru] Muizzah binti Johari
Kajian ini dijalankan adalah untuk menkaji jenis tingkahlaku yang ditunjukkan oleh
prasiswazah dari institusi pendidikan tinggi awam (lPT A) ketika menggunakan teknologi
sarna ada untuk mencari maklumat atau berkongsi maklumat, tahap penglibatan pelajar
ketika menggunakan teknologi maklumat dan komunikasi (lCT) serta mengkaji perkaitan
kedua-dua pembolehubah ini dengan jantina. Proses pengumpulan maklumat dilakukan
menggunakan borang soal selidik yang mengandungi maklumat seperti demografik,
pengukuran tingkahlaku pelajar dan tahap penglibatan ketika menggunakan teknologi
dalam proses pembelajaran. Seramai 95 prasiswazah telah dipilih secara rawak sebagai
respondent. Data yang telah dikumpul dianalisa menggunakan ujian-T tidak bersandar,
ujian ANOVA sehala dan ujian Pekali Korelasi Pe-arson. Keputusan analisa menunjukkan
terdapat perkaitan antara tingkahlaku menggunakan teknologi dan tahap penglibatan
ketika menggunakan teknologi dalam pembelajaran (r=O.388, p=O.OOO).
Kata kunci: teknologi maklumat dan komunikasi, tingkahlaku maklumat, pencarian
makJumat, perkongsian maklumat,
xvii
ABSTRACT
INFORMATION BEHA VIOUR AND TECHNOLOGY AFFINITYAMONG
UNDERGRADUATES
Nurul Muizzah binti Johari
This research has been conducted to investigate on the types of information behaviour
showed by undergraduates of higher institution while using technology in learning either
use it to searching for information or for sharing purposes, level of technology affinity
while using Information and Communication Technology (lCT) tools, as well as
searching for the connection between these two variables and gender. The data collection
process has been conducted by using questionnaire with consists of demographic
information, measurement of information behaviour and technology affinity in learning.
There are 95 undergraduates has been chosen randomly as respondents. Collected data
have been analysed using Independent T -test, One-Way ANOVA, and Pearson
Correlation Product Moment. The result showed that there are significant relationship
between information behaviour using technology and degree of technology affinity used
in learning (r- 0.388, p= 0.000).
Keywords: information and communication technology, information behaviour,
information sharing, information seeking,
xviii
CHAPTER ONE
INTRODUCTION
1.0 Introduction
This chapter provides the essential indulgent of the research. This chapter will
discuss on the background of the research which including the description for the term
infonnation behavior and technology affinity as the subject that will be further discussed
throughout the research. Besides that, this chapter also discussed on statement of
problem, research objective, definition of terms, conceptual framework, research
question, research hypotheses, significant of the research as well as the limitation of the
study.
1.1 Background of the study
Education system in Malaysia has evolved as the technology evolved. Minister of
Education Malaysia (2013) has proposed a plan which known as "Malaysia Education
Blueprint 2013-2025". The Blueprint has been established with three specific objectives.
The first objective is to understanding the current performance and challenges of
Malaysia education system. The focus are to improving the accessibility to education,
mising the quality of education, closing achievement gaps (equity), promoting unity
amongst students, and maximizing system efficiency. The second objective is establishing
a clear vision and aspirations for individual students and education system as in one piece
over the next 13 years. Lastly, the third objective is to outlining a comprehensive
tmnsformation programme for the system, including key changes to the Ministry which
permit it to meet new demands and increasing expectation as well as to spark and support
on the whole civil service transformation.
Based on Malaysia Education Blueprint (2013), the seventh (ih) shift stated that
"leverage ICT to scale up quality learning across Malaysia". Ministry of Education
Malaysia (MOE) aim to provide the Internet access and virtual learning environment via
programme named 1 Bestari for all 10,000 schools by 2013 . Besides that, this shift is also
target to augment online best practice content starting with a video library of best teacher
delivering learning content for critical subject by 2013. Lastly, MOE seek to maximize
the use of ICT for distance and self-paced learning to widen the capacity and allow for
more customized learning.
2
Infonnation and communication technology has been mentioned as a tool which
plays as a central, usual role in fonnal and infonnal inquest for seeking and sharing
information (Mills, Knezek, & Wakefield, 2013). It is a common phenomenon to see all
infonnation which is before this embedded within sheets of paper now transferred to the
Internet. There are several factors which support informal and formal learning through
online, which are the internet coverage which has widen that granted access to the
Internet from anywhere and emergence of Web 2.0 (Said & Tahir, 2013) .
Web 2.0 has become a major technology which supports content publishing and
sharing across the Internet. Web 2.0 is a second generation of Web technology which
allows users to create, share, publish, exchange, and cooperating knowledge in a new
mode of communication and collaboration (Stephen, Irene, Chen & Jeff, 2007).
Tredinnick (2006) define Web 2.0 as a process of give control of application to users,
enabling users to extract information and data and to use or reuse the information as well
as enabling user to alter the structure of the information.
Web 2.0 provide a standard platform that make use of Human Computer
Interaction (HCI) and the most recognized technology which labelled for Web 2.0 are like
e-Learning, professional business and organizational environments, social networking
communities (Olaniran, Burley, & Chang, 2010). Web 2.0 also been describe to use
Internet as a platform for device that can be connected (Kenney, 2007; 0' Reilly, 2005).
3