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The roles of mediators and moderators in the adoption of Madrasati (M) LMS among teachers in Riyadh

This study aims to determine the mediators’ and moderators’ roles in the adoption of the Madrasati (M) learning management system (LMS) among teachers in Riyadh. This study used the survey approach; it and involved 374 teachers, that use M LMS to deliver their instructions. The study’s samples repre...

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Main Authors: Alharbi, Hamad, Ab Jalil, Habibah, Omar, Muhd Khaizer, Mohd Puad, Mohd Hazwan
Format: Article
Published: Society for Research and Knowledge Management 2022
Online Access:http://psasir.upm.edu.my/id/eprint/103734/
https://www.ijlter.org/index.php/ijlter/article/view/5860/0
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spelling my.upm.eprints.1037342023-04-17T06:27:21Z http://psasir.upm.edu.my/id/eprint/103734/ The roles of mediators and moderators in the adoption of Madrasati (M) LMS among teachers in Riyadh Alharbi, Hamad Ab Jalil, Habibah Omar, Muhd Khaizer Mohd Puad, Mohd Hazwan This study aims to determine the mediators’ and moderators’ roles in the adoption of the Madrasati (M) learning management system (LMS) among teachers in Riyadh. This study used the survey approach; it and involved 374 teachers, that use M LMS to deliver their instructions. The study’s samples represent the larger population of 13,782 public school teachers in Riyadh; 413 responses were collected after distributing 500 questionnaires. The independent variables are performance-expectancy (PE), effort-expectancy (EE), social-influence (SI), and facilitating conditions (FC); while Madrasati (M) LMS utilisation is the dependent variable. Meanwhile, behavioural intention serves as a moderator variable, while age and gender functions serve as mediators. This study discovered that behavioural intention, age, and gender all play mediating or moderating roles in M LMS utilisation among Riyadh teachers. In terms of mediation variables, this study found that the links between PE, SI, and FC and M LMS utilisation are significantly mediated by behavioural intention. However, there is no evidence that BI plays a moderating role in the relationship between EE and M LMS. Regarding age, all age groups’ moderating effects on M LMS- utilisations showed significant beta values, except on PE, which is not significant. However, EE had a substantially moderating effect on M LMS usage for teachers aged 30 and younger and teachers aged 31–40, while the beta values for teachers aged 41–50, and 51 and above, were not significant. It is suggested that future research should consider other variables, such as years of experience, which could influence the link between the variables and other components. Society for Research and Knowledge Management 2022 Article PeerReviewed Alharbi, Hamad and Ab Jalil, Habibah and Omar, Muhd Khaizer and Mohd Puad, Mohd Hazwan (2022) The roles of mediators and moderators in the adoption of Madrasati (M) LMS among teachers in Riyadh. International Journal of Learning, Teaching and Educational Research, 21 (9). 95 - 119. ISSN 1694-2493; ESSN: 1694-2116 https://www.ijlter.org/index.php/ijlter/article/view/5860/0 10.26803/ijlter.21.9.6
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
description This study aims to determine the mediators’ and moderators’ roles in the adoption of the Madrasati (M) learning management system (LMS) among teachers in Riyadh. This study used the survey approach; it and involved 374 teachers, that use M LMS to deliver their instructions. The study’s samples represent the larger population of 13,782 public school teachers in Riyadh; 413 responses were collected after distributing 500 questionnaires. The independent variables are performance-expectancy (PE), effort-expectancy (EE), social-influence (SI), and facilitating conditions (FC); while Madrasati (M) LMS utilisation is the dependent variable. Meanwhile, behavioural intention serves as a moderator variable, while age and gender functions serve as mediators. This study discovered that behavioural intention, age, and gender all play mediating or moderating roles in M LMS utilisation among Riyadh teachers. In terms of mediation variables, this study found that the links between PE, SI, and FC and M LMS utilisation are significantly mediated by behavioural intention. However, there is no evidence that BI plays a moderating role in the relationship between EE and M LMS. Regarding age, all age groups’ moderating effects on M LMS- utilisations showed significant beta values, except on PE, which is not significant. However, EE had a substantially moderating effect on M LMS usage for teachers aged 30 and younger and teachers aged 31–40, while the beta values for teachers aged 41–50, and 51 and above, were not significant. It is suggested that future research should consider other variables, such as years of experience, which could influence the link between the variables and other components.
format Article
author Alharbi, Hamad
Ab Jalil, Habibah
Omar, Muhd Khaizer
Mohd Puad, Mohd Hazwan
spellingShingle Alharbi, Hamad
Ab Jalil, Habibah
Omar, Muhd Khaizer
Mohd Puad, Mohd Hazwan
The roles of mediators and moderators in the adoption of Madrasati (M) LMS among teachers in Riyadh
author_facet Alharbi, Hamad
Ab Jalil, Habibah
Omar, Muhd Khaizer
Mohd Puad, Mohd Hazwan
author_sort Alharbi, Hamad
title The roles of mediators and moderators in the adoption of Madrasati (M) LMS among teachers in Riyadh
title_short The roles of mediators and moderators in the adoption of Madrasati (M) LMS among teachers in Riyadh
title_full The roles of mediators and moderators in the adoption of Madrasati (M) LMS among teachers in Riyadh
title_fullStr The roles of mediators and moderators in the adoption of Madrasati (M) LMS among teachers in Riyadh
title_full_unstemmed The roles of mediators and moderators in the adoption of Madrasati (M) LMS among teachers in Riyadh
title_sort roles of mediators and moderators in the adoption of madrasati (m) lms among teachers in riyadh
publisher Society for Research and Knowledge Management
publishDate 2022
url http://psasir.upm.edu.my/id/eprint/103734/
https://www.ijlter.org/index.php/ijlter/article/view/5860/0
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score 13.211869

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