Data analysis among groups of teachers, intermediate, and advanced learnersʹ perception of e-learning. A descriptive statistics among the three groups of teachers, intermediate, and advanced learnersʹ mean, and standard deviation shows in this table.
Table 5
| N | Mean | Std. Deviation | Minimum | Maximum |
B1 | 393 | 3.6947 | 1.07542 | 1 | 5 |
B2 | 393 | 4.1832 | 0.91027 | 2 | 5 |
B3 | 393 | 3.7583 | 0.91757 | 2 | 5 |
B4 | 393 | 3.3842 | 1.04611 | 1 | 5 |
B5 | 393 | 3.5115 | 0.88381 | 1 | 5 |
B6 | 393 | 3.5547 | 0.94366 | 1 | 5 |
B7 | 393 | 3.7405 | 1.13111 | 1 | 5 |
B8 | 393 | 3.6056 | 1.02751 | 2 | 5 |
B9 | 393 | 3.6361 | 0.87331 | 1 | 5 |
B10 | 393 | 3.0891 | 1.27163 | 1 | 5 |
Analytical results among the three groups of participants and their perception of advantages, and disadvantages of e-learning shows in this Table.
According to Table 6, there is not a significant difference among three groups of teachers, intermediate, and advanced learnersʹ perception in 5% (p ≥ 0.05) level, in answering the question B1 (0.3 ≥ 0.05), B6 (0.2 ≥ 0.05), B8 (0.2 ≥ 0.05), B9 (0.6 ≥ 0.05), it means that the opinions of participants in these three groups are close to each other, and their perception on e-learning questionnaire.
B1: putting teaching, and learning into context
B6: Providing dedicated attention to special needs students.
B8: Avoiding equipment problems in teaching, and learning.
B9: Reducing the cost of education.
Based on Table 6, the result shows that there is a significant difference among three groups in 5% (0.01 ≥ p ≥ 0.05) level, the questions B2 (0.01 ≥ 0.02 ≥ 0.05), and B5 (0.01 ≥ 0.03 ≥ 0.05), in answering the questions of e-learning questionnaire.
B2: Making teaching, and learning resources more available.
B5: Assessing learners’ academic performance.
Again this Table shows a significant difference in 1%( p ≤ 0.01), between groups of teachers, intermediate, and advanced level of learners, the questions B3 (0.008 ≤ 0.01), B4 (0.002 ≤ 0.01), B7 (0.001 ≤ 0.01), and B10 (0.00 ≤ 0.01). The conclusion in these questions means that the participantsʹ opinions are not similar to each other.
B3: Allowing more interactions between educators, and learners.
B4: Adhering to social, moral, and cultural practices.
B7: Alleviating teachers’ workload.
B10: Minimizing health problems in teaching, and learning.
We used chi-square to analyze the participantsʹ answering to the advantages and disadvantages of e-learning.
Table 6
| B1 | B2 | B3 | B4 | B5 | B6 | B7 | B8 | B9 | B10 |
Chi-Square | 2.273 | 7.104 | 9.545 | 12.241 | 6.779 | 3.124 | 14.922 | 2.879 | 0.885 | 15.424 |
df | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 |
Asymp. Sig. | 0.321 | 0.029 | 0.008 | 0.002 | 0.034 | 0.21 | 0.001 | 0.237 | 0.642 | 0 |
a. Kruskal Wallis Test b. Grouping Variable: answering group (Table 6) |
A Descriptive statistics of teachersʹ, intermediate and advanced learnersʹ perception on e-learning.
According to Table 7, the results show that there is not a significant difference between two groups of learners (intermediate and advanced) in 5% (p ≥ 0.05) level. In these questions B1 to B10 of
E-learning questionnaire, the participantsʹ opinions are close to each other on e-learning advantages, and disadvantages.
Table 7
| B1 | B2 | B3 | B4 | B5 | B6 | B7 | B8 | B9 | B10 |
Mann-Whitney U | 14954 | 15508 | 14932 | 14831 | 14744 | 15117 | 15939 | 15567.5 | 15414 | 15762.5 |
Wilcoxon W | 31244 | 31798 | 31222 | 31121 | 31034 | 31407 | 32229 | 31857.5 | 31704 | 32052.5 |
Z | -1.387 | -0.764 | -1.358 | -1.444 | -1.67 | -1.185 | -0.276 | -0.666 | -0.851 | -0.465 |
Asymp. | 0.166 | 0.445 | 0.174 | 0.149 | 0.095 | 0.236 | 0.783 | 0.506 | 0.395 | 0.642 |
Sig. (2-tailed) |
a. Grouping Variable: answering group ( Table 7) |
A Descriptive statistics of intermediate, and advanced learnersʹ perception of advantages, and disadvantages on e-learning.
Based on Table 8 the results show that there is not a significant difference in 5% (p ≥ 0.05) level in these questions B1 (0.6 ≥ 0.05), B6 (0.1 ≥ 0.05), B8 (0.1 ≥ 0.05), and B9 (0.7 ≥ 0.05) of e-learning questionnaire. It means that the answering of participants is similar to each other.
The conclusions show that there is a significant difference in 5% (0.01 ≥ p ≥ 0.05) level in B2 and B5 with (0.01 ≥ 0.02 ≥ 0.05).
According to Table 8, there is a significant difference for the rest of the questions B3, B4, B7, and B10 in 1% (p ≤ 0.01) level. It means that the opinions among teachers and learnersʹ are not similar to each other.
Table 8
| B1 | B2 | B3 | B4 | B5 | B6 | B7 | B8 | B9 | B10 |
Mann-Whitney U | 5828 | 4816 | 4382 | 4079 | 4811 | 5177.5 | 3717 | 5221.5 | 5912 | 3629 |
Wilcoxon W | 6423 | 69796 | 4977 | 4674 | 5406 | 5772.5 | 4312 | 5816.5 | 6507 | 4224 |
Z | -0.504 | -2.233 | -2.891 | -3.349 | -2.305 | -1.595 | -3.936 | -1.47 | -0.349 | -4.121 |
Asymp. Sig. (2-tailed) | 0.614 | 0.026 | 0.004 | 0.001 | 0.021 | 0.111 | 0 | 0.141 | 0.727 | 0 |
a. Grouping Variable: answering group (Table 8) |
A descriptive statistic of teachers, and learnersʹ perception on advantages, and disadvantages of e-learning.
5.1 Within Group Analytical Results Of Participants
The comparison of teachersʹ opinion on self-regulation and e-learning questionnaires shows in these Tables 9, 10. We can conclude that A1 to A10 and B1 to B10 in 1% (p ≤ 0.01) level, there is a significant difference between 34 teachersʹ answering to the questionnaires. It means that their opinions are not similar to each other.
Table 9
Within group analytical results of teachersʹ perception on self-regulation
| A1 | A2 | A3 | A4 | A5 | A6 | A7 | A8 | A9 | A10 |
Chi-Square | 33 | 33 | 33 | 33 | 33 | 33 | 33 | 33 | 33 | 33 |
Df | 2 | 4 | 3 | 4 | 3 | 3 | 4 | 4 | 3 | 4 |
Asymp. Sig. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
Table 10
Within group analytical results of teachersʹ perception on e-learning
| B1 | B2 | B3 | B4 | B5 | B6 | B7 | B8 | B9 | B10 |
Chi-Square | 33 | 33 | 33 | 33 | 33 | 33 | 33 | 33 | 33 | 33 |
Df | 3 | 2 | 3 | 3 | 4 | 4 | 3 | 3 | 4 | 4 |
Asymp. Sig. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
According to Tables 11, 12 within-group results of intermediate learnersʹ perception on self-regulation and e-learning shows that there is significant difference between intermediate learnersʹ opinion in 1% (p ≤ 0.01) level in answering the questionnaires.
Table 11
Within group analytical results of Intermediate learnersʹ perception on self-regulation
| A1 | A2 | A3 | A4 | A5 | A6 | A7 | A8 | A9 | A10 |
Chi-Square | 179 | 179 | 179 | 179 | 179 | 179 | 179 | 179 | 179 | 179 |
Df | 3 | 4 | 4 | 3 | 4 | 3 | 3 | 3 | 2 | 3 |
Asymp. Sig. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
Table 12
Within group analytical results of Intermediate learnersʹ perception on e-learning
| B1 | B2 | B3 | B4 | B5 | B6 | B7 | B8 | B9 | B10 |
Chi-Square | 179 | 179 | 179 | 179 | 179 | 179 | 179 | 179 | 179 | 179 |
Df | 4 | 3 | 3 | 4 | 3 | 4 | 4 | 3 | 3 | 4 |
Asymp. Sig. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
The conclusions of advanced learnersʹ perception on self-regulation and e-learning shows in Tables 13, 14 .There is significant difference in 1% (p ≤ 0.01) level between advanced learnersʹ answering to questionnaires we have ten questions in each questionnaire.
Table 13
Within group analytical results of advanced learnersʹ perception on self-regulation
| A1 | A2 | A3 | A4 | A5 | A6 | A7 | A8 | A9 | A10 |
Chi-Square | 179 | 179 | 179 | 179 | 179 | 179 | 179 | 179 | 179 | 179 |
Df | 3 | 4 | 4 | 3 | 4 | 3 | 3 | 3 | 2 | 3 |
Asymp. Sig. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
Table 14
Within group analytical results of advanced learnersʹ perception on e-learning
| B1 | B2 | B3 | B4 | B5 | B6 | B7 | B8 | B9 | B10 |
Chi-Square | 179 | 179 | 179 | 179 | 179 | 179 | 179 | 179 | 179 | 179 |
Df | 4 | 3 | 3 | 4 | 3 | 4 | 4 | 3 | 3 | 4 |
Asymp. Sig. | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
The cluster sampling method used to analyze three groups of teachers, intermediate, and advanced learnersʹ perception of self-regulation (Fig. 1) and e-learning (Fig. 2).
Figure 1, The conclusion of the cluster sampling method analyze of three groups of teachers, intermediate, and advanced learners' perception of self-regulation shows in Fig. 1.
As shown in Fig. 1 learnersʹ opinion (intermediate and advanced) is at the same level. The teachers are at one level that means they are in a group by themselves.
In other words, intermediate and advanced learnersʹ opinion is close to each other on self-regulation but the teachers have a different viewpoint or opinion on self-regulation.
The last figure of the cluster sampling method is about three groups of teachers, intermediate, and advanced learnersʹ perception of e-learning. Analytical results of the cluster sampling method of two groups of learners are close to each other in Fig. 2; it means that their opinion on the third part of the questionnaire is in one group. We can see that the teachersʹ viewpoint is different from learners on the e-learning questionnaire.
Finally based on these two figures that described completely, the cluster sampling method of groups of intermediate, and advanced learnersʹ opinion is close to each other than teachersʹ opinion on self-regulation and e-learning.
Cronbach’s alpha (α) coefficients for all the variables for the
Table 15
Data Validity, and Reliability Results
Research Variable | No of items | Cronbach’s Alpha (a) |
Perceived Self-Regulation | 10 | 0.894 |
Perception of the Advantages, and Disadvantages of e-learning | 10 | 0.924 |