Factors Affecting Students' Continuance Intention To Use Teaching Performance Assessment Application From Technology Continuance Theory
Factors Affecting Students' Continuance Intention To Use Teaching Performance Assessment Application From Technology Continuance Theory
Corresponding Author:
Nurdin Nurdin
Faculty of Islamic Economics and Business, Universitas Islam Negeri Datokarama Palu
No. 2 Diponegoro street, Palu, Indonesia
Email: [email protected]
1. INTRODUCTION
Universities have intensively applied service assessment policies to improve their education quality.
One aspect that has been frequently evaluated regularly is teaching quality assessment. The teaching
performance assessment (TPA) is a strategy to find out teaching quality which is crucial to improve meaningful
and sustainable learning in a highly competitive educational industry. The outcome of teaching performance
evaluation is usually used by decision-makers of university stakeholders such as rectors, deans, and the quality
assurance (QA) department for teaching staff development and accreditation purposes.
Mobile apps for education quality evaluation have been implemented in some universities [1], [2].
The apps are used to evaluate the quality of education, such as teaching performance. The teaching performance
evaluation is an educational institution’s activity to assess their teaching staff performance for better
improvement [3]. In higher education institutions, the objective of TPA is to improve the quality of teaching
and education as demanded by stakeholders. As such, lecturers are required to improve their teaching
performance through external critics. In this regard, the critics come from their students who receive teaching
material and activities.
The evaluation of the teaching process can be carried out qualitatively [4], [5] or it can also involve
quantitative measuring in the assessment process [6], [7]. The evaluation results of the teaching staff
performance have long been a reference for advanced universities to take further actions toward teaching staff
improvement across countries around the globe [8]. The acts might include providing training, peer teaching
critics, and pursuing further education level.
In Indonesia, universities are imposed on practicing teaching performance evaluation when a
university proposes accreditation based on the directorate for higher education regulation Number 12 of 2012.
The results of the teaching quality assessment reflect stakeholders’ satisfaction, such as students, parents, and
graduate users, and it also becomes an indicator to determine the quality of teaching in the university. The
indicator can be used for accreditation and university quality improvement. Indonesian government regulation
number 14 of 2005 mandates all teaching staff to be accredited for professionalism before they are liable for
certification allowances. Their professionals are usually measured by their capability in teaching.
In response to professional issues, universities implement various TPA mechanisms. For example,
some universities use conventional TPA methods through paper-based surveys by distributing hard-copy of
questionnaires to students Dandalt and Brutus [9], and Buchanan et al. [10] or using a mobile-based application
[11]. However, instead of rampant implementation of mobile apps to evaluate teaching performance, more
research needs to be conducted to determine factors influencing students’ continuance intention to use mobile
apps for teaching performance evaluation. Therefore, the study’s objectives are to find out factors that affect
students’ motivation to continue using an android-based application TPA and how the significance of each
factor influences their continuance motivation in using the system. The results of this research may shed light
on academia and practitioners regarding factors that affect the continuance intention to use the android-based
application in TPA and use the finding to improve the mobile application evaluation systems.
2. LITERATURE REVIEW
2.1. Previous studies
Several researchers within various educational contexts have studied teaching staff performance. For
example, some researchers have studied teaching performance evaluation within higher education institutions
[12], [13] and middle school contexts [14]. Most research on teaching evaluation performance was conducted
using paper-based questionnaires, which might hinder maximum evaluators’ involvement. For example, a
paper-based teaching performance evaluation conducted by Guolla [13], who distributed printed questionnaires
to 184 undergraduate and postgraduate students, found that fewer students were willing to take part in the
study. However, with limited participation, the study found the strengths and weaknesses of teachers’ teaching
performance. The study has a weakness because most instruments were not returned, which proved that the
manual teacher performance assessment restricted broader students’ participation.
Teaching performance evaluation using information technology has intensively been applied since
various cutting edges mobile technologies emerged in the education sector. Early studies in teaching
performance evaluation used information technology-based, and researchers used desktop-based and
web-based information systems. Hussein [15], for example, applied a teaching management information
system called 'JUSUR' to assess educators’ teaching quality at King Saud University. The study recruited all
students as participants, and they were asked to complete a 5-point Likert scale questionnaire on desktop-based
applications in the campus computer networks. The study results provide information regarding the quality of
teaching within all the university departments [15]. The weakness of the system is that students must use
campus computers connected to campus networks. In addition, many students need help accessing the
computer network.
Meanwhile, another research conducted by Sher [16] and Felton et al. [17] uses a web-based system
to evaluate teaching quality based on criteria of quality, easiness, and sexiness. Students from all faculties were
selected purposively, and they were asked to access the university website. However, many students were
reluctant to access websites made for the evaluation process. In addition, a slow internet connection caused the
lack of access to the web-based valuation system. The problem with the internet connection reflects the
weakness of a web-based teaching quality evaluation system.
A new approach to assessing teaching staff has been developed. Noguera et al. [18] developed 3D
mobile application to evaluate the teaching quality delivered to physiotherapy students. The application helps
practice assessment where personal computers were not possible to use. Syaifudin et al. [19] developed a
web-based application to help students evaluate learning activities online. The application was accessed and
smoothly utilized by the students. However, both studies did not conduct further research to understand how
Factors affecting students’ continuance intention to use teaching performance … (Nurdin Nurdin)
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students could continue using applications for teaching performance evaluation. A lack of understanding of the
users’ continuance usage of teaching evaluation applications might cause unsustainable use.
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H2: The high performance of android-based teaching performance evaluation (TPE) positively influences
users’ continuance intention usage
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3. METHOD
This study used the quantitative method, and it was conducted at the State Islamic University of
Datokarama Palu. Data was collected using an online structured questionnaire approach. There were
240 respondents recruited from four faculties, with 132 men and 108 women using a quota random sampling
approach. Structured questionnaires were distributed to the respondents. The questionnaires were available
online for one month. The questionnaires consisted of six variables with twenty-eight questions relating to their
perception of the continuance use of an android-based TPA. The respondents' characteristics are depicted in
Table 2.
Our study conducted an online structured survey as an instrument for data gathering strategy.
Perception measures in the form statements were applied for measuring each factor corresponding to five Likert
scales ranging from strongly agree (5), agree (4), neutral (3), do not agree (2), and strongly do not agree (1).
However, before we distributed the questionnaire, we conducted a pre-tested with relevant research experts
and prospective respondents and then followed by a pilot test with 20 university students. The pilot test results
showed that the Cronbach-Alpha value for all statements in the survey was higher than 0.7, which means the
survey was reliable. The data were analyzed using analysis of moment structure (AMOS) version 22. First, we
conducted an explanatory factor analysis (EFA) with main components extraction to explore all constructs used
in this study. The constructs were five variables, X, and one variable, Y. Then, we conducted confirmatory
factors analysis (CFA) to measure factor loading, reliability, convergent, and discriminate validity. The flow
of the TPA application process can be seen in Figure 1.
The android-based TPA application was built by using PHP hypertext pre-processor. In addition, we
used MySQL database and sublime text three as well as the android studio. The TPA android-based system
was provided in the Google App store. We also adopted the framework from Alkhafaji and Sriram [68] in
building the system data flow process. Our android application for TPA provided the primary system and
sub-system for students and the university quality assurance unit (LPM). At the same time, the administrator
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of the system and the university management are sub-system users. The students used the application by
entering their lecturers’ teaching assessment data. Then the quality assurance unit accessed the android
application database to analyze the data and then made reports on the lecturers’ teaching performance quality
at the university. The android application administrator managed users’ IDs, and passwords by maintaining the
application via the internet. The university management only received the lecturers TPA reports for their future
decision-making in teaching staff management.
Figure 1. The TPA application structure adapted from Alkhafaji and Sriram [68]
reliability, validity, and discriminant validity. The highlight scores on the diagonal indicate the square root of
the average extracted variance. Table 4 shows the correlation matrix and discriminant validity.
Data for our research hypothesis testing is depicted in Table 5. The model testing results include the
standardized regression coefficient, the critical ratio (t-value), and the probability (P-value). The model tested
in this study shows the significant influence of all five variables on the continuance intention of the students to
use the android-based TPA. As shown in Table 5, all variables were found significantly influence the student’s
continuance intention to use TPA with a determined significant level was 5% (p<0.05).
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In our research model proposed in the theoretical construct section, we hypothesized that all factors,
system productivity, system performance, system relevancy, system quality, and system mobility, positively
influence the users’ continuance intention to use the teaching performance evaluation application. Based on
our statistical calculation results, the standardized regression coefficient indicated the significance of all factors
to the users’ continuance intention to the TPA application ranging from 0.228 to 0.366. The factor of system
performance has the strongest influence on the users’ continuance intention to use the TPE application.
Meanwhile, the factor of system relevancy played the weakest influence on the users’ continuance intention to
use the system.
S 0.712
SP 0.450 0.730
SR 0.305 0.487 0.766
SQ 0.391 0.503 0.459 0.704
SM 0.313 0.428 0.324 0.457 0.799
ItoCU 0.549 0.674 0.492 0.495 0.567 0.721
4.2. Discussion
Our study shows that our research model proposed earlier and hypothesis are proven significantly and
able to describe students’ continuance intention to use the android-based TPA. Tested constructs (factors):
application productivity, performance, relevancy, quality, and mobility were all important factors that affect
the student’s continuance intention to use the TPA. The two modified constructs, system quality (β=0.228,
P<0.04) and mobility (β=0.313, P<0.04), were important for all students’ responses.
Our results support earlier studies. For example, variable SPr influenced users’ continuance
motivation to use the TPA. The finding indicated that users expect a mobile application to assess teaching
performance should support them to assess more lectures in a certain time, and it can be performed in a short
time [71]. Such expectations reflect teaching activities sometimes are performed more than twice a day in the
Indonesian university context. This requires a teaching evaluation system that can support assessment
productivity.
Our study also found that the performance of a mobile application has significantly influenced users’
continuance intention to use it [72], [73]. Our findings indicated that users with high-performance expectancy
tend to use the android-based teaching performance evaluation continually. Furthermore, users usually consider
the performance of an information system to determine their satisfaction with using the information system
within an organization’s work practice because the information system can support their learning effectiveness
[74]. In this study, better TPA performance has supported the teaching quality improvement to satisfy the
students because the university lecturers got input from students’ assessment process.
The variable SR also significantly influenced the students’ continuance intention to use the TPA in
which the application features support all students to evaluate all aspects of lectures’ teaching performance.
Relevance information systems features have been found to influence users’ continuance intention to use the
system [75]. The android-based TPA system’s relevance with the need of the students to evaluate lecture skills
in performing their teaching has enhanced the students’ continuance intention to use the application in future
teaching and learning activities.
The SQ of the TPA was found to be significantly affecting the students’ continuance intention to use
the TPA. Early related research also showed that the quality of an information system influenced users’
intention to use it [76], [77]. In this study, the quality is referred to as easy to access, quick to download, easy
to select the features, and easy to find a lecture name. Furthermore, the students did not experience
difficulties in using the application every time they used it. As such, those indicators positively affected the
students’ continuance intention to use the android-based system, as found by Nikon and Economides [78] in
their studies.
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Variable SM was found to have an important effect on the students’ continuance intention to use the
TPA. The finding suggested that an application that can be accessed and used everywhere can maintain users’
continuance intention to use it [79], [80]. An application with higher mobility enhances users’ continuance
intentions toward mobile applications [81]. In this study, the students can access and use the TPA everywhere
they want. They did not have to access the application in the classroom where a lecturer noticed them. As such,
the flexibility to access and use the system can increase users’ conformability in using the system, which might
lead to continuance usage.
5. CONCLUSION
Our study contributes to both the theory and practice world. From a theoretical perspective, our study
shed light on the understanding of the predictors of continuance intention to use android-based TPA, and this
study might become a reference for both academia and practitioners in higher education institutions. For the
researchers, the model used in the study can be tested within a broader context involving more populations
from other universities. Meanwhile, for education institutions, our study provides important insights into
supporting teaching quality assessment to maintain the high quality of teaching as a university’s core business.
The limitation of this study is that the students may assess a lecturer who is not teaching in their class due to
the freedom to select on the database. Further research needs to limit each lecture based on a specific course to
be assessed by a particular student’s class.
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Int J Elec & Comp Eng, Vol. 13, No. 5, October 2023: 5342-5353
Int J Elec & Comp Eng ISSN: 2088-8708 5353
BIOGRAPHIES OF AUTHORS
Factors affecting students’ continuance intention to use teaching performance … (Nurdin Nurdin)