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Cap ER THREE RESEARCH METHODOLOGY

CHAPTER THREE: RESEARCH METHODOLOGY


3.1 Nature of Research
3.2 Quantitative and qualitative methods
3.2.1 Differences and similarities between qualitative and
quantitative
3.2.2 Strengths and weaknesses of the quantitative method
3.2.3 Strengths and weaknesses of the qualitative method
3.3 Instruments Study
3.3.1 The questionnaire
3.3.2 Focus Group Interview
Introduction
In this chapter, the definition of "research" will be examined. Secondly,
the method used to obtain answers to questions of this research is
considered in terms of the definition based on the strengths and
weaknesses, advantages and disadvantages . Instruments used to collect
data will be scrutinized.
3.1 The nature of research
Systematic research is best placed to investigate the facts and ideas,
learn new skills and ways of interpreting events. Trends and perspectives
can be established that help predict future needs. Moreover, it is
important to monitor the development and revitalization of modern times
(Alashari, 2007) manner. According to Mertens (2009) research is "one of
the many forms of knowledge and understanding" (p.2).
There are a number of possible paradigms for research (Cresswell, 2003),
which can be classified as:. Positivist, post-positivist or anti pragmatic
(Duberley and Johnson, 2000) The positivist research assumes the
existence of a external reality and seeks to describe, and therefore tends
to be more quantitative, consisting perhaps of experiments, surveys and
questionnaires that produce clearly definable and comparable in different
contexts according to the agreed structured field approaches results.
During this time working anti-positivist or post suggests that some
aspects of the outside world are fundamentally unknowable, as more
depends on the context and perspective participants (Hildebrand, 2003).
This perspective tends to favor more qualitative methods such as
interviews or other methods and other tools to capture the tone for
recording the most appropriate experiences (Rist, 1977). A pragmatic
approach tries to sit between these two dichotomies (Johnson and
Duberley, 2000), accepting the limits of realistic vision of the world holds
that knowledge is provisional and revisable, yet, try to establish a more
coherent picture of what is possible with the tools available, and most
importantly, it requires a critical and reflective approach to research. A
method therefore mixed seeks to triangulate quantitative data from
qualitative reports to inform and develop an understanding of the context,
therefore, is consistent with this method pragmatist foundation. Or any
combination of these paradigms can influence the decisions of
researchers. " In fact, the literature shows that there is a long debate and
there is no agreement on the exclusive focus on research, so that an
entire study or may reflect more than one approach (Mertens, 2009 Cohen
et al. Alassaf 2004, 1998.) In this situation, researchers should be as clear
as possible about your problem and selection procedures. Choose
paradigm, according to Creswell (2003) because of the problem of the
study and the capacity of the researcher and the respondents. Creswell
Three considerations have led to a pragmatic paradigm for this study
(mixture of methods for data collection and data analysis procedures).
effect The approach adopted here has been designed exclusively to meet
the research questions in a way to reassure respondents, while promoting
open. responses Thus, speech, facilitated by mixed methods allowed the
ease with culture of the location of responses (Tashakkori and Teddlie
2002 Darlington and Scott, 2002 Creswell, 2003).
The explanation offered by Tashakkori and Teddlie (1998) and Creswell
(2003) stressed the relevance, authority, respect and independence in the
selection and procedure and showed the importance of integrity in the
relationship between the researcher and the investigation. Mixed methods
are approved by Tashakkori and Teddlie (2002), because it can reveal the
complexity of a situation and allow a deeper understanding of the
experience of respondents "Despite the scope to record the differences
opinion.
A significant or Bryman (2004) suggests that the combination of
quantitative and qualitative approaches can represent different viewpoints
fairly and may verify the results so that a problem can be further
examined.
The survey was conducted according to rigorous and systematic rules.
This implies that the work continues with the specific steps that are
prepared in accordance with the principles of systematic research. These
range from the identification of the issue of research and design tools to
conduct data collection through analysis and discussion, until the study
comes to its recommendations. All this is done impersonally and without
bias (Alassaf, 1998). the stages through which the main research question
has been divided into sub-questions have already been described.
Therefore systematic research is a rational effort, which aims to discover
the facts, and make sure they are correct. Analysis the relationship
between the following facts a defined approach. Search has special
characteristics, mentioned by a number of researchers. They suggest the
possibility of a study must be identified and subjected to a research plan
that ensures objectivity. study applies honesty, seriousness and realism,
to provide information base that allows transparency subsequent process
analysis and generalization (and Obedat al.1996, Aweys, 1999, Cohen et
al. Alashari 2004, 2007). Several methods of investigation lead to many
goals different negotiating the nature, size and complexity of the
information produced by research. This negotiation is a response to
limitations arising from decisions researchers about its scope to process
the data in a systematic and practical way financially and technically.
academic research identified a number of objectives that justify such a
description, interpretation, criticism, generalization and discovery,
invention, development and analysis (Alashari, 2007). The topics in the
context of this research have shown the ways and means used to provide
impersonal and impartial account of e-learning in the choice
adjustment.
Despite the earlier position of the epistemology of systematic research,
there are a variety of names for these considerations in the literature as
the methodology, method and approach "Methodology 5,
according to
Longman (2004) dictionary is.: "All the methods and principles used in the
study of a particular subject'' and Cohen et al. (2004) went further to add
that" can be used as a basis for inference and . interpretation, explanation
and prediction "(p.47) Wellington (2003) describes the methodology as an
active process:" the activity or business of choice, reflect on, evaluate and
justify methods used "allows researchers to "describe and analyze these
methods, highlighting their limitations and resources, clarifying their
presuppositions and consequences, in relation to their potential
border ... /" (p.22). Though there overlaps and similarities between these
definitions, Cohen et al (2004) distinguished. methodology of the method
by suggesting that the method is an alternative, selected from a "variety
of approaches used in educational research to collect data .. which is a
basis for inference and interpretation of explanation and preaching
"(p.38).
As this was a survey methodology, special attention will be given here. A
survey has been described by Cohen et al. (2004), including the collection
of information through the media that "one or several techniques
following data collection: structured or semi-structured interviews, self-
realization or mailed questionnaires and attitude scales ... "(p. 209).
Alassaf (1998) also suggested that the type of survey has been helpful:
to achieve one or more of the following ... to provide a complete and
accurate diagnosis of the phenomena considered, the identification of
problems or provide evidence to prove the realistic behavior or existing
situations; comparison of two or more events; suggestions for corrective
judgment in a specific situation, analysis of specific experience in order to
make decisions in similar cases (p.85 /
Accordingly, a survey based on a questionnaire and focus group interview
was used in this study, which would give the desired quantitative and
qualitative information regarding the effectiveness of e-learning. Briefly,
mixed methods were used to collect and analyze data for this research.
The documentation shows the choice of method as a matter of validity
within the parameters of time, money and resources that the limited
research. The first tool to study both quantitative flexibility and
interactivity through perceptions of opportunities for students through e-
learning and invited to assess the quality of e-learning on a five-point
scale. This part of the research was conducted through a questionnaire
that was able to record qualitative and quantitative information.
Consequently, in the tool, the methodology has been mixed. interview tool
was exclusively qualitative group discussion where open-ended questions
allowed for a subset of respondents discuss their perceptions of the
positive and negative aspects of e-learning, barriers and needs and
suggestions.
Although the methodology of this study is mixed, his method combines
two tools that are typically used on each side of the methodological
spectrum. Reliable search is performed according to the procedure of
systematic specific steps that are prepared in accordance with standards
of systematic research. They These range from the identification of the
research question and the design of data collection tools to perform the
analysis and discussion, until the study comes to its recommendations. All
this is done impersonally and without prejudice.
The previous section discussed the methodology and methods as
described in the literature. It was observed that the methodology has to
do with the theoretical approach of the researcher to guide the selection
of information for research and the choice of methods for collect and
analyze data. Although methods can be selected as either quantitative or
qualitative literature has supported a mixed approach and this research
has taken this option. Evaluation of the structure of each method is
provided here before moving on to detail of your choice for this study.
The following section further defines each method separately and their
advantages and disadvantages are discussed. In this case, the research
methodology is considered a technique that is used to collect quantitative
and qualitative data. Definition refers to the use of well known such as
questionnaires, interviews, documents, comments and observations
(Bryman, 2004) tools.
3.2 Quantitative and qualitative methods
This section is intended to describe the quantitative and qualitative
methods defined in the literature and its relation to this study.
According to Mertens (2009), the quantitative method is in "research that
measures the variables of a quantifiable" (p.3). Is data collection through
the use of quantitative tools such as questionnaires, which been
developed to ensure the validity and reliability of data, and have been
applied to a representative sample of the population. After collection, the
data are then processed quantitatively, leading to statistical results, the
analysis can be generalized to the whole population with a certain degree
of trust. quantitative method is generally more focused on
experimentation and dissemination of the cause or the result of
phenomena and its validity depends on the precision and rigor of digital
data ( Bryman, 2004). For this research, the raw scores Responses to the
questionnaire were analyzed using SPSS statistical services supported by
the university where the study conducted under the authorization was
found by universities
On the other hand, the qualitative method because it is in the literature
focuses on the interpretation of events, see the research as "a situated
activity that locates the observation of the visible world ... which in turn
the world into a series of representations, including field notes, interviews,
conversations, photos and record notes of the car .. that qualitative
research involves an interpretive approach to its naturalistic subject
(Mertens, 2009) (p.225). qualitative research Denzin and Lincoln (2000)
are not a problem, noting that involves "personal experiences, life stories,
interviews ..." (p.3). If considered symbolic or not, qualitative research
captures images using global data collection of words. 'S through the use
of qualitative tools such as interviews, focusing on verbal description,
observation and document review. Their validity follows procedures
instead of the sample, which is often small. Data are collected through the
interaction between the researcher and the respondents. Moreover,
contextual analysis of data leads to specific conclusions . Because this
method is not designed for both generalization, because it is important to
note the profound experience of the phenomena studied, the results may
not be representative of the general population that the sample
represents (Bryman, 2004).
From the above definitions, it is clear that qualitative research is more
useful to describe and gain a deeper understanding of the phenomena.
This leads to the analysis and interpretation of various phenomena and
can answer the questions "how" and "Why?" It takes into account the
views, opinions and experiences of humanity. Provides subjective rather
than objective data. It is based on the holistic and comprehensive
understanding of the subject, and it is an inductive style. While on the
other hand, is normally focused on quantitative testing and dissemination
of the causes and results with numerical data. Given a number of
variables, quantitative research has a deductive style (Bell, 1999 ,.. Guba,
1990) In this qualitative research method to open questionnaire open
question and discussion group interview option was used in both cases, a
consequence of the voluntary termination of this additional research is the
significant reduction the sample size, compared to the number of
respondents who completed the section of the Likert scale questionnaire.
A research method has been explored in the literature is called "mixed
method" which, Mertens (2009) is "the use of quantitative and qualitative
methods to answer the research question in the study of one. .. "(P.293).
As the present study, students' perceptions of e-learning were used to
evaluate their effectiveness, were expected to complete information. The
key concept of autonomy implies that subjective perceptions of students
could be used as qualifications Valid effectiveness. Mixed methodology
has twenty students each element of the four dimensions and compare
results were amplified by comments from the interview and open group
discussion. Actually, both qualitative instruments offer one of the largest
positive and negative aspects of e-learning to understand their needs and
obstacles. He did not try to anticipate suggestions from students for the
development of e-learning because of the small sample attend the focus
group discussion, speaks during a discussion in depth and comprehensive.
In this small group, the researcher could check paralanguage and body
language as well as the transcription of some of these respondents.
Although the method requires the presence of a researcher, the collection
and analysis of data was facilitated by close observation post reported
that the transcript of the video recording of the event.
Although they have been careful to avoid skewing the results of the
survey were still subject to rapid development of ICT and can not be free
from the effect of novelty (Clark and Sugrue, 1991). This resonance with
Hawthorn effect when participants improve their performance because
they study, and the effect of John Henry, when participants change their
behavior because they are in control groups who see themselves as
members competition (Adair, 1984; Saretsky, 1975). Consequently,
students' perceptions may have been affected by your answer to research
tools or reinforced by the emphasis on e-learning for the purposes of this
study. Therefore, caution is recommended here for the generalization of
results. researcher realized that it would be impossible to completely
eliminate bias as it may possibly occur at any stage of the investigation.
For Therefore, several draft conclusions were examined and cross
quantitatively and qualitatively to achieve the results presented in this
study.
Moreover, in the related literature, critics have compared the ways to
measure the validity and reliability of the quantitative method with those
used in the qualitative method. In this method joint study, however, a tool
was used to verify another. Given the limitations of any method is suitable
for the full implementation of the research questions were used so that
the two methods are complementary. Indeed, the use of mixed methods
research enefited b, which facilitates both digital and text information. The
following analysis has enjoyed the benefits of both methods and provides
checks and balances against their weaknesses. This procedure is
supported by Bryman (2004).
Gall et al. (2003) discuss the use of two methods, suggesting that this
helps to produce a greater exchange of views and makes good quality
results. Indeed, given all the discussions on each method, whatever the
preference of the investigator may be, research is usually driven by what
the researcher is appropriate to the objectives of the study and provide
rational answers to their questions. Arising from the nature of this study
For example, and your goals and needs, the most appropriate use is the
mixed method.
A brief summary of the related literature, the benefits of the use of mixed
methods and their relationship to this study follows. Ago additional
flexibility in the research plan when the two methods, for example, both
methods can be used simultaneously or successively (Field and Morse,
1985) are used. A method can be used to facilitate and assist each other,
for example, a questionnaire can help you choose a focus group
discussion as a sample (Ross et al 1990 In addition, in this study,
questions of people whose preferred oral culture to Cohen et al .. 2004).
written were made. Moreover, both methods allowed the triangular
phenomenon in more ways than one and to improve the validity of the
study and understanding in limelight reaching views and opinions that
may be difficult to express in quantitative or statistical answers. Finally,
the literature suggests that the method can satisfy style reader or
recipient of results anyone can find quantitative or qualitative result, the
most credible (Bryman, 2004) result.
The previous sections have detailed the strengths and weaknesses of
quantitative and qualitative methods research and advocated the use of
mixed methods as a way to maximize the strengths and minimize
weaknesses. Arguments relevant were directly applied to the study and
relevance of the decisions of the investigator has been demonstrated both
in the light of the objectives and the cultural context of the research with
respect to the literature in the field. The following section will examine the
instruments selected for this research study.
1.3 Instruments Study
This section will focus on the tools of the study. Questionnaire and focus
group interviews Questions of validity and reliability are discussed pilot
study, population and sample, with its features will be explained..
The questionnaire was answered in the first and second sub-questions on
students' abilities to learn autonomously through e-learning and the
extent of their interaction with the content, teachers and peers.
1.3.1 The questionnaire
The questionnaire is the most famous collection of information used by
social scientists. This is a form which is a list of questions covering a part
of the study or the study to provide certain information to researcher who
is faced with a specific problem. According to Wiersma (1986), the
questionnaire is "a list of questions or statements to which the person is
required to respond in writing, the answer may vary from one brand to a
statement extensive written '"(p.179). Alassaf (1998) defines as" a form
which includes a series of questions and / or written responses associated
with and / or opinions or blanks for the answers "(p.342 / questionnaires
There are several types:.. questionnaires and photos Each type is used in
a particular situation and specific objectives of closed, open, closed and
open In this study, the researcher used a closed questionnaire consisted
of a list of questions answered by the Respondent by Likert scale of five
points. This was chosen because it was readily available to the research
process, which was limited by the lack of funding, time and travel to
attend to matters of distribution, collection and monitoring. Moreover, the
questionnaire can be used with a large sample and reacted quickly, so it is
cheaper for respondents in their efforts, time and money. Moreover, the
Likert scale is common in this area and you gives the freedom to
respondents for the selection of the five categories. instrument design
offers respondents the speed and ease of use and a high degree of
reliability and reduces the degree of conjecture and possibilities by
normalizing the range of responses throughout the instrument (Airasian
and Gay, 2000, Oppenheim, 2001, Cohen et al 2004) ..
A number of benefits are mentioned in the literature for this procedure
and what are its ease of application, its advantages in terms of bias and
its ability to standardize and compare the answers. Questionnaires can
circumvent the difficulty of interviewing a large number of respondents in
face-to-face. Questionnaires also have the advantage of providing enough
for the participants to reflect on their responses, which improves accuracy.
Consequently, it is certainly not greater validity. It is also possible to avoid
bias because the researcher is absent. Questionnaires provide
standardization and harmonization of data and to facilitate the collection,
compilation and reporting of results that often precise and stable.
procedure is widely accepted as an effective approach in terms of time,
effort and money (Gay and Airasian, 2000. Oppenheim, 2001, Cohen et al
2004).
Despite these advantages, the questionnaire requires great skill and
precision in their preparation to avoid stocks such as misunderstanding,
misleading signals, and low back. No researcher interference can cause
the inability to ensure understanding of process of the accused.
Formulation of questions, particularly those involving the perceptions and
attitudes, views and feelings may be misleading if it is not made. Failure
to respond to the survey and the lack of performance may persist despite
three attempts to follow him.., which is known to cause the termination
rate between 10% and 50% This is in contrast with the interview gives
effective results in up to 70% and 80% As regarding the accuracy of
answers, answering, respondents can not adjust the circumstances
assumed by the question, which can distort their responses. The ways in
which the questions are constructed could unduly influence the
respondents. Sometimes there are differences between respondents in
terms of interaction and severity in the treatment of the questionnaire.
Some respondents tend to provide inaccurate or incomplete information
due to their own social considerations (Cohen et al., 2004).
Ease of implementation is a strong characteristic that led to the choice of
a questionnaire of this research, lack of time and financial should be
considered by personal and academic reasons, taking into account the
rapid evolution of e- learning. For large sample of three hundred students
whose perceptions of e-learning have been sought, the absence of the
researcher was a favorable factor, as well as avoid an occasional tendency
to try to please a stranger. The lack of bias of the questionnaire was
ensured by comprehensive controls in both languages and adjustments to
the culture of the place.'s ability standardized questionnaire to obtain
results that could be compared to another was provided by scrutiny and
academic supervision in all universities interested in the project. Without
sacrificing the benefits of using this tool, the disadvantage of a poor rate
of return has been approached by the various means available for delivery
and collecting questionnaires.
The previous section justifies the choice of a questionnaire as the main
instrument of this study. The following section will give you more
information about how the tool was built.
1.3.1.1 Questionnaire procedure
Having considered the advantages and disadvantages of the
questionnaire as a research tool, the importance of a careful construction
of the specific tool used for this research is clear. In this section, the
process of building tool is discussed.
The first step in the construction of the questionnaire was to transform
the main question of this study four sub-questions: the first and the
second to be covered by the questionnaire, where questions differed in
four sizes Part of the information. population has sought to control the
variables. These are specialization, learning e-learning before and old
skills and ICT. This request to obtain background information to classify
the responses and use the comparison of respondents in group and if
there were significant differences in their perceptions of self differences
(Bell, 1999).
The first dimension, their ability to learn autonomously through e-
learning, answered the first question in the study, "What was the degree
of perceived ability of students to learn autonomously through e
learning?" She was followed by the second, third and fourth dimensions,
the student-instructor interaction interaction student-content and student-
student interaction in e-learning. Together, the answers to these
dimensions have answered the second question of study, "What is the
measure of students' perceptions of their interaction with content,
instructors and the other in e-learning?" The questionnaire concluded by
asking an open-ended question asking respondents to add some chose qui
n'a pas t mentionn dans le questionnaire. Le dernier paragraphe inclus
une invitation participer l'entrevue de groupe de discussion (voir
l'annexe A, B, C, D).
While construction of the questionnaire mentioned in the instructions in
the literature were taken into account, these questions must be written in
the language of the respondents, in a clear and understandable style, and
free from vague terminology. Products that are logically organized as
generalities to detail. Each focused on one thing. The articles are concise
and relevant, and led to definitive answers. They were easy to answer and
do not require respondents to think deeply. Items left free respondents to
describe their own reactions gave the correct information to the
researcher. Therefore, the items were designed to encourage respondents,
leaving them free of shame or the feeling of being forced into unwanted
considerations or private companies.
All the negative questions were avoided, such as memory issues, many
questions and issues emotional connotation or holders of securities. The
questionnaire was also designed to be attractive. It was presented to
specialists and experts in the field of research in the field of study, which
will be evaluated before being distributed to respondents to determine
their validity. The researcher examined by distributing a small sample or
the pilot to ensure that the questions measure what they are intended to
measure with high validity and reliability (Obedat et al. Alassaf 1996 1998
Aweys 1999 study Airasian and Gay, 2000 Oppenheim, 2001, Robson,
2002, Cohen et al. Alashari 2004, 2007).
1.3.1.2 Validity and reliability of the questionnaire
Researchers generally agree on the importance of validity and reliability.
The common definition of "validity" is whether the test measures what it
purports to measure. In other words, "Do we measure what we want to
measure?'' For example, the development of a test to measure the ability
of students to count, the test is valid if the capacity is measured in
question but if you measure something else, like writing, is invalid (Cohen
et al., 2004, Oppenheim 2001 Gay and Airasian, 2000).
In fact, there is more than one type of validity. Others can be specified:
content validity, criterion validity, validity and pre-construction. In this
study, the researcher adopted face validity and content validity.
Oppenheim (2001) stated that the content-validity "is to establish that the
points or questions are a balanced sample of the content domain to
measure" (p.162).
In fact, there are several ways to achieve the content validity of the
construction of its research through the presentation of the plan to
experts, for the statistical analysis of the validity and reliability. The
formulas are available, such as Cronbach's alpha ranging from zero to one
(reliability reliability) (Gay and Airasian, 2000). Having established the
ideas of validity and reliability, the following section will examine the
apparent validity of this study.
1.3.1.2.1 Statistical tools
Statistical tools were used for this study are described in the following
section . study uses the tools of Statistical Package for the so cial Sciences
(SPSS) as follows: Cronbach's alpha, Pearson product - moment
coefficients correlation to measure the validity and reliability, testing
frequency, percentages, means and standard deviation. These tests led to
the knowledge of the characteristics of the sample. The study also used
the t test for independent samples, significant differences between the
two groups and differences - the analysis of variance "ANOVA" to compare
three or more groups and Sh test to indicate the origin of the observed
differences. In addition, this study used factor analysis to examine the
dimensions (Osama, 2009).
3.1.1.5.3 Pilot Study
In the next section of the pilot study that was used for this study is
described .
Some researchers recommend pilot studies (Wellington, 2003 Alashari,
2007). In particular, according to Bell (1999) "Data collection should be
conducted ... to ensure that all questions and instructions are clear, so you
can remove items that do not produce usable data" ( p.84). Consequently,
the purpose of the pilot study is to ensure that the timing of the study,
before applying the main instrument. formats Experimental studies
generally provide evidence of the validity and reliability of the instruments
for
its suitability for use of the sample, and whether there are difficulties to
respond or if the tool requires adjustments, and provide a good time for
respondents to answer items. A pilot project of this type in this study gave
researchers confidence of the tool, which allows time to reduce errors and
produce a concise questionnaire. This pilot study was conducted on a
small sample of respondents chosen at random and the total number was
twenty, ten of each university.
The time to fill out the form, it was considered appropriate. In general, 15
minutes was enough. Once this is established the data were entered into
the statistical package for social sciences (SPSS), using Cronbach's alpha
and Pearson product - moment correlation coefficient to measure the
reliability and validity.
After introducing statistical tools, the following section examines the issue
of reliability, internal consistency and correlation between dimensions.
3.1.1.5.4 Reliability, homogeneity and internal dimensions of the
correlation.
The internal reliability of the questionnaire was confirmed by the extent of
"alpha" and obtained 0.9420 which is considered very high Table 3.1.
Therefore, the correlation between the size to be reliable, the results were:
Table 3.1: Room reliability coefficient of the scale of analysis "alpha" of
each dimension

Dimensions ALPHA Coefficient


The ability to learn autonomously through e-learning 0.8541
Learning content interaction in e-learning 0.9280
Learner instructor interaction in e-learning 0.8635
Learner-learner interaction in e-learning 0.8762
All dimensions 0.9420
The internal consistency of the questionnaire was confirmed by the extent
of "Pearson". The correlation was very high, which confirms the internal
consistency; The results are shown in the table below (3.2):
Exhibit Table 3.2 Pearson correlation of each element in each dimension

Not Goods Pearson


Correlation
Dimension 1 the ability to learn autonomously through e-learning
1 E-learning is my personal learning. 0.664 **
2 In the e-learning can learn anytime and anywhere. 0.692 **
3 In e-learning that I can learn the basics of my pace. 0.754 **
4 E Learning presents what is good for my learning style 0.712 **
5 E-learning allows me to review the foregoing any time. 0.647 **
6 E-learning is an immediate response. 0.736 **
7 E-learning allows me quiz. 777 **
8 E-learning has adequate technical support 0.668 **
Dimension 2-learner-content interaction in e-learning
9 E-learning facilitates the learning process. 0.673 **
10 E-learning encourages me to learn more. 0.723 **
11 E-learning increases my ability. 0.637 **
12 E-learning increases the motivation to learn. 0.714 **
13 E-learning increases my productivity. 0.785 **
14 E-learning helps me manage my time and self-discipline. 0.614 **
15 E-learning encourages me to increase learning time. 0.629 **
16 I prefer to do homework and tests through e-learning tools. 0.726 **
17 I prefer to have my score with tools of e-learning. 0.680 **
My results in the e-learning is better compared to the ones I received in 0.691 **
18 the traditional learning.
19 E-learning meets my needs. 0.738 **
20 E-learning meets my expectations. 0.737 **
21 I love learning through e-learning. 0.773 **
22 I feel more free learning e-learning. 0.670 **
23 E-learning increases my confidence 0.724 **
24 I want to take more courses in e-learning 0.702 **
Dimension 3-learner interaction trainer
I prefer to communicate with the instructor by e-learning compared to
25 face to face. 0.344 **
26 E-learning improves communication with the instructor. 0.798 **
27 I built a productive relationship with the instructor in e-learning. 0.848 **
28 E-learning facilitates discussion with my instructor. 0.858 **
29 E-learning encourages me to discuss with the instructor. 0.809 **
30 I like contact with my instructor by e-learning. 0.809 **
31 In e-learning gets more attention from my instructor 0.778 **
Dimension 4 learner learner interaction in e-learning
I prefer to communicate with my classmates through e-learning
32 compared to face to face. 0.240 **
33 E-learning has increased my communication with other students. 0.851 **
34 I built a productive relationship with other students through e-learning. 0.846 **
35 E-learning facilitates discussion with my classmates. 0.897 **
36 E-learning encourages me to participate in conversations with my 0.850 **
classmates.
37 I like contact with my classmates through e-learning. 0.842 **
38 E-learning enhances cooperation between students 0.851 **

. ** Correlation is significant at the 0.01 level (2-tailed)


To find the correlation between the dimensions of the range, the
correlation test "Pearson" was used. The results are shown in the following
table:
Table 3.3: Exposure "Pearson" correlate the dimensions of the scale.

Dimensions Total
D1 The ability to learn autonomously through e- The Pearson correlation 0.708 **
learning.
The interaction learner-D2 content in e-learning. The Pearson correlation 0.897 **
D3-learner interaction in e-learning trainer. The Pearson correlation 0.723 **
The learner-D4-student interaction in e-learning. The Pearson correlation 741 **
** Correlation is significant at the 0.01 level (2-tailed) N = 200
As shown in Tables 3.1 and 3.2 and 3.3, it is clear that there is a
statistically significant correlation to the level of 0.01. This indicates that
the elements of each dimension are within the homogeneous and all
correlations were statistically significant at 0.01. This indicates the
existence of a strong positive relationship between size and scale.
In fact, the reliability and validity, as two sides of the same coin, are
concepts that are looking for the effectiveness of the questionnaire and its
dimensions and its elements, which makes the question "Is it appropriate
and easy to use it as a measure? "If the results and reports are high
positive ways and that the questionnaire is valid and can be used in the
measurement. Reliability and validity are two imperatives are closely
related, where high scores are achieved on both scales, the data will be
carried out will be a reliable reflection of what is available from the data.
In this study, as shown in the previous three tables of the questionnaire is
reliable and valid.
After discussing the methodology used to answer questions of this
research, the instruments used for data collection, the next chapter will
summarize the results.
1

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