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Running Head: A RESEARCH PROPOSAL 1

A RESEARCH PROPOSAL

Experimental Psychology

PSY 311

Final Project

June 13, 2016

A RESEARCH PROPOSAL 2

Introduction

Upon careful review of the education history in America, it is safe to admit that the

chronology of education in America is one of great ongoing development. The domain of

American public education has evolved from the emergence of the first public school (1635),

free public schools (1918), equal education rights amongst minorities (Brown vs Board of

Educators-1954), federal funding toward public education (1965), the Education Amendment

(Ninth Amendment- 1972), education rights amongst student of limited English skills (LAU vs

Nicholas- 1974), increase federal funding toward education (No Child Left Behind Act- 2001)

and the incorporation of technology in schools from 2003 (Collins & Blaha, P. C, 2016). The

merger of technological innovations from 2003, awakened the avenue of education development

within numerous institutions and organizations, as well as the establishment of different

educational programs that can be easily accessed. After the occurrence of the technology bang in

2003, upon reflection there have been remarkable options of educational opportunities. The

involvement of a persistent world of technology in education daily life, have permitted diverse

virtual program facilitation strategies, easily accessed student resource materials, and a wider

repertoire of classroom teaching strategies, that cater to a more diverse group of students of

different learning styles.

In early research studies, it was discovered that there are three basic student

characteristics that correlate with the successful achievement of online learning programs. These

three characteristics are known as the students’ internal locus of control, self-motivation and

independence. It is also identified and determined by researchers, that online learners who have a

greater sense of belief toward their scholarly achievements, hold a higher probability of being

more successful in the venture of online course taking, as a result of their ownership and positive


independency toward completing required tasks. However, this fortitude is placed aside the

statement that the general alumna population may encounter the battle of having a deficient level

of self-confidence, toward their individual learning skills and abilities (Muirhead, 2006).

With the element of student self-motivation being recorded as a pinnacle factor toward

their online learning success, provides a suitable reason to instigate the causes, strategies, and

sub factors that encourage a student motivation to take online courses. From a psychological

perspective the term motivation is defined as:

“An internal state that activates behavior and gives it direction. The desire that

energizes and directs goal oriented behavior. The arousal, direction and

persistence of behavior (Huitt, 2011 p. 1).”

In a previous research study, conducted by Muilenburg and Berge the success of a student taking

an online course was carefully experimented with the utilization and introduction of a series of

dependent variables (student barriers). The purpose of the researchers’ study was to determine

the intensity level of factors that would less or more likely compromise student online learning

success. A total of eight barriers were introduced during the experiment period (administrative

issues, social interaction, academic skills, technical skills, learner motivation, time and support

for studies, technological costs, and technical issues) and it was revealed that the barrier of social

interaction extremely affected distant students’ success and educational experience. It was also

recorded that this barrier may have a huge impact on student motivation, course feedback and

feelings on their distant education experience, which would have an adverse effect on their

course success (Muilenburg & Berge, 2005).

Another research study that will be of great value to this presentation, is a research


conducted by Colorado and Eberle on student demographics, and success in online learning

environments. The purpose of their research study is to assist institutions in cautiously

considering the impact, their online student population type may have on the type of resources

they may need to make available for better student motivation, support, assistance and success.

The sample population (170 graduate students) considered students’ age, enrollment status, work

status, grade point average, former educational achievements, and last enrolled course.

Conclusive suggestion of the research stated by participants were, teaching students to self-

regulate learning tasks, measures of student readiness and improved learning management

systems would soundly alleviate online student success (Colorado & Eberle, 2010).

Based on the definition of Barry Zimmerman, self-regulation is described as the process

of self-directive characteristics that enable learners to convert their individual mental abilities to

academic skills. For the process of self-regulation to occur the three main required elements

include self-awareness, self-motivation and behavioral skill that lead to knowledge development

(as cited in Weimer, 2010). After interpreting the research data, The Motivated Strategies for

Learning Questionnaire was utilized to measure self-regulated learning characteristics. It was

observed by researchers that there was a significant relationship between the subscales of

students’ age and critical thinking (former educational achievements), age and elaboration, age

and metacognitive self-regulation, former educational achievements and critical thinking, grade

point average and metacognitive self-regulation, grade point average and time and study

environment and finally grade point average and effort regulation. The observed strong

correlation between multiple subscales, illustrates that at least a moderate to high level of self-

regulation learning characteristics are needed for online student success (Colorado & Eberle,

2010).


Rationale

In this presentation, one of the educational options granted through the use of technology

will be carefully discussed. To take a closer glimpse at student success, fulfilment, student

feedback, efficiency and effectiveness of online courses; the major factors that motivate students

to take online courses will be addressed, through a thorough research proposal. The issue of

student motivation will be addressed through a variety of directions, as it is highly associated

with not only student success but also student interest in available online courses, student

population characteristics, institution online program demands, facilitation resources and

institution success. The purpose of this presentation is to assist the Dean of a university in the

decision of whether or not an online learning program should be implemented. This will be done

by carefully undertaking all the research proposal procedures, needed to reliably assist with a

beneficial verdict for both the institution and future online students.

As seen for the past few years, there is a remarkable effect on being part of a universe

that is highly mobilized by technology. Through the growth of time, we are expected to develop

the skills and knowledge implemented with technological demands. This concept is viewed to

have a domino effect on almost every aspect of our lives from both a direct and indirect

perspective. From an employment and educational view point, the development demands of

technology and a modernized world, have created higher demands for more online education

programs, higher career expansion opportunities, education funding and compromise. Although

the research topic specifically questions the major factors that motivate students to take online

courses, in order to encourage a worthwhile investment by the institution and its future online

student body. What major motivational factors would effectively encourage online student


enrollment, as well as student success? The following indicates the independent and dependent

variables for the research proposal.

Independent Variable: Online student enrollment.

Dependent Variable: Motivational Factors

Method

Regarding the above research question, to arrive at a clarified status, the study will be

examined through a written survey research method (group-administered questionnaire). In this

research strategy, survey questions are read and answered by respondent with very little or no

direct contact with the researcher. This method was chosen, as survey distribution and collection

is received at a faster and organized rate, it is cost effective and the privacy of respondents are

protected (Evans & Rooney, 2014). The survey will comprise of a total of twenty questions,

seventeen questions are of forced choice while three will be open-ended questions. The sample

population will comprise of continuing education, undergraduate and graduate students attending

a university. A total of eighty-four questionnaires will be individually distributed to part time and

full time students enrolled in continuing education, undergraduate and graduate students in

several classrooms.

Twenty-eight standard questionnaires will be manually distributed to each subcategory of

the sample population. This sample type was selected to gain valuable data and research, that

would accurately pertain to both the research topic and question of this presentation. In addition

to this reason, a questionnaire survey was chosen specifically for this sample so that there will be

indirect variable control, and to avoid the probability of the study being highly influenced by

confounding variables within the collection of data. A printed informed consent to each

participant who choose to partake within the study will be included at the first page of the


survey. For the researcher to gain permission to utilize the respondent response, the consent

documentation must be agreed upon. For further clarification, the informed consent will be

reviewed and debriefed by the survey administrator to each sample group prior to beginning the

questionnaire. Majority of individuals within this population are of the young to old adult age

group and so, consent from a third party prior to the distribution of questionnaires will not be

required.

Figure 1 (Below): Shows participant survey distribution information of enrolled students.

To arrive at the desired selection of participants, the university’s class schedule will be

used as a guide for education program selection, classroom selection and questionnaire

distribution. Classroom instructors will be debriefed on, administration standards, administration

expectations, the research study and the questionnaire, prior to research instrument distribution.

Part-time and full time student population would add value to the research as their feedback

would add a richer insight to the research data. Based on several reviews on institution articles,

the daily life and challenges faced by a part time and full time student is completely different,

despite the fact that they are enrolled in an education program, the requirements and daily

schedule of a part time student maybe harsher than that of a full time student. Students enrolled

in three different educational programs were selected, as they all are considered as individuals

who are at different points of their lifetime, with different career goals, career achievements and

opportunities. While the undergraduate student remains steady at completing the requirements on

Survey Distribution InformationEducation Program Part-time Full Time Total

Graduate 14 14 28Undergraduate 14 14 28

Continuing Education 28 N/A 28Total 84


entering their chosen career field, the graduate student is fulfilling the demands needed to

become a professional within their experienced career (Campus Explorer.com, 2016). The

continuing education student on the other hand, in most cases have had years of experience in

their chosen career but is in need of attaining a professional certificate, professional advancement

training or license for career advancement (Reference for Buisness.com, 2016).

According to the National Centre for Education Statistics, in the year 2015 it was

reported that most undergraduate students are between the age range of eighteen through twenty-

four, the population sample may also include a variety of ethnic groups that include Hispanics,

Blacks, Asian or Pacific Islanders, American Indian or Alaskan Native (National Centre for

Education Statistics, 2015). As for graduate students, the average age range is approximately

thirty years old to fifty years old (Council of Graduate Schools, 2009). Students enrolled in

continuing education programs may lay between age sixteen to fifty-nine (National Reporting

System, 2005). Since the survey would be administered as a group, the researcher may not have

direct control of the sample populations’ age range and gender. However, administrators would

be advised to try as much as possible to have a gender balance when distributing the

questionnaires. For example, if fourteen questionnaires are to be distributed to a class size of

twenty students, the administrator should try as much as possible to distribute seven

questionnaires to male and female students respectfully. The above example defines a type of

sampling called quota sampling or nonprobability stratified random sampling, as the main goal is

to select readily available participants up to a certain limit per classroom (Evans & Rooney,

2014).


Design

To recapitulate, the research question of this study proposal is, what motivational factors

would effectively encourage online student enrollment, as well as student success? In order to

arrive at a more justified answer to the research question, the most appropriate research design

for this case would be a qualitative and descriptive quantitative research (Mixed Research

Method). Quantitative research measures the intensity level of a particular behavior through

numerical expressions (obtained through forced-answered questions), while qualitative research

provides a description on the kind or quality of a specific behavior (obtained from open-ended

questions) (Evans & Rooney, 2014). In the case of this research question, toward the end of the

research process, participant response to questions similar to the following should measure

distinctions in the amount of behavior (motivation to take online courses).

What would be the cause of you being motivated to take an online course?

(Qualitative)

What factors can increase the likelihood of high motivation levels, toward

online course success? (Qualitative)

Would the absence of the physical availability of a lecture would affect

positive or negative attitudes toward online course success? (Quantitative)

If the institution provide online student services electronically just like it

would to on-campus students. Do you think this would encourage a greater or

lesser amount of students interested in online course? (Quantitative)

In relation to the sample population, a non-equivalent group design will be chosen as a

comparison of behavioral changes, will be compared amongst participant responses to certain

questions. This group design in particular was deliberately chosen, as it is highly recommended


when coordinating program evaluation research, especially toward the needs assessment of the

program and future evaluation assessments (online education).

After a review of the institution’s student and instructors schedule, it was decided that

that both part-time and full-time undergraduate students currently enrolled in the communication

studies course on campus will be chosen. Upon further investigation, the communication

students course contains a several students majoring in a wide variety of programs such as, social

services, computer science, business studies, psychology and paralegal studies. For full time and

part-time graduate students, the software design and evaluation course on campus will be

selected. Students currently enrolled in this class are majoring in information technology,

business studies, education psychology, finance and healthcare administration. Continuing

education students enrolled in the Modern Strategic Marketing Professional Certification

program will be selected to take the questionnaire. This course body contains students who are

business professionals or seeking an advancement opportunity in the business or sales and

marketing field.

On the selected day for survey taking, at the initial stage of the class time. Students will

be informed about the research study and the questionnaire through a debriefing session. Toward

the end of the debriefing segment, students will inform teacher on whether or not they would like

to participate in the research study. Prior to physical distribution of the questionnaire, students

will be informed by administrator (instructor) on the instructions that should be followed before

and after survey completion. This will be followed by physical distribution of the questionnaire.

Upon completion of the questionnaire, classroom instructors will collect all completed surveys

from participants and will return them to the researcher. As previously mentioned, the test

instrument associated with this design is a questionnaire containing twenty questions (seventeen


forced-answer and three open-ended). Toward the conclusion of this section, a sample will be

displayed.

Another notable piece of information that would be of great value to the proposed

research is variable identification. A variable is identified as any unit that can be represented

through a variety of values. In this case, each question that is part of the questionnaire is

considered a variable, however for the study two main variables retrieved from questions in the

questionnaire will be closely examined.

Variable 1: Interest in taking a online courses?

Variable 2: What motivational factors would encourage you to take online

courses?

On the matter of controls, no physical controls or stimulus will be introduced during the

administration of the questionnaire. However, the questionnaire will be delivered to all

participants in a standardized formal classroom setting. Therefore, the probability of the students

being placed in an uncomfortable environment or the event of any uncalled interventions or

distractions during the administration of the questionnaire is very low. Indirect control of

research is displayed through a limited selection of responses to questions (Forced-answer

questions). However, to avoid participants from developing the notion that they are unable to

truly express their attitudes, opinions and behavior on the research question, open-ended

questions are also introduced in the questionnaire.

Example of Instrument

1. Gender

Male Female

2. Age group


18-24 25-29 30-34 35+

3. What educational program are you currently enrolled?

Graduate Undergraduate Continuing Education

4. What is your student status?

Part-time Full-time

5. Have you ever been interested in taking an online course?

Yes No

On a scale of 1 to 7 indicate your opinion of the following statements by placing an X in the box of yourchoice.

StronglyDisagree

Disagree SomewhatDisagree

NeitherAgree norDisagree

SomewhatAgree

Agree StronglyAgree

1 2 3 4 5 6 76. I prefer being in a classroom.7. I take ownership in my

education.8. Taking online courses make

me more flexible.9. I enjoy working at my own

pace.10. I often tend to procrastinate.11. It is harder for me to be

motivated on my own.12. Taking a course online has

many benefits.13. I can easily access the

internet and technologydevices.

14. I am comfortable withelectronic communicationamongst instructors andpeers.

15. I am very good atmaintaining a functionalacademic schedule.

16. I enjoy workingindependently.


17. I believe student services areimportant for online studentsuccess.

In your own words briefly answer the following questions.

18. What factors do you consider would be important to be a successful online student?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

19. What kind of online student services would encourage online student enrollment?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

20. In your opinion, name a few online courses that would be beneficial to the community?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Procedure

Participant instructions, and confidentiality will be clearly stated in the informed consent

details. This documentation will be presented and debriefed prior to taking the questionnaire. It

addresses confidentiality, data use and storage, ethical, and elimination concerns of the

participants. The consent will also describe participant expectations, questionnaire instructions

and contact information of research agents for further questions if applicable. Post-research


details will also be provided toward the end of the participant informed consent. To avoid the

elimination of any collected data, all questionnaires will be distributed to students in a formal

standard quiet classroom setting.

QUESTIONNAIRE TITLE:

WHAT MAJOR FACTORS MOTIVATE STUDENTS TO

TAKE ONLINE COURSES?

Thank you for taking time out to read and complete this brief questionnaire. This research is

conducted by Yanica St. John, a current student of Patten University. Completion of this twenty

item questionnaire should take approximately 10-15 minutes.

Participation

Your decision to part take in this questionnaire is voluntary, as you may decline your

participation at any point in time without confronting any consequences. If you wish to avoid

responding to any particular question, please feel free to do so.

Benefits

There will be no immediate benefits received for your voluntary participation in this research.

Yet, your participation and expression of opinions will be highly valued as it will provide

enlightening worth to this research. This research instrument, is used as a tool for assistance in

detecting the motivational factors associated with the act of students taking online classes and

being successful.

Risks


Upon review, it is viewed that there are no physical risks associated with this research

instrument. However, it is minimal that you the participant may feel uncomfortable when

responding to some itemized questions.

Confidentiality

Your response will be carefully collected by the research administrator or your class instructor

and will be safely returned to the research conductor. The researcher will carefully store and

confidentially safeguard your response both during and after the research procedures are met.

This questionnaire does not require you to include your name or any personal information that

would reveal your identity. As a result, no one will be able to identify your data or response to

any items within the questionnaire.

Contact

Should you have any further questions regarding your participation in the research, please do not

hesitate to contact the research supervisor or the researcher by telephone at 758-286-9708 or

email at [email protected].

If you have read and understood the above information and are 18 years or older, please place

and X in the agree box, to signify that you have agreed with the presented terms and conditions

of the above. If you have not agreed or completed this section of the questionnaire, your response

will not be included in the study. If you have agreed with the above terms and conditions, please

inform your instructor and proceed with the questionnaire.

Agree

Disagree


Analysis

Despite the selected level of measurement associated with this type of research

instrument is identified as quantitative data, it will be expressed using the ratio concept of

statistics, as the data collected is assumed to be continuous and have a rational order. The data

collected will also display standard uniformity through distinct response categories, which will

produce value differences. To justify this decision, ratio data will be retrieved from forced-

answer questions such as yes or no questions, or the seven scale response (Likert scale) questions

(Evans & Rooney, 2014). All eighty-four distributed questionnaires will be received. Possible

feedback from the administrators’ may include that all questionnaires were completed and

distributed in a standard formal classroom setting. All questionnaires will be completed with an

agreed consent and returned in an orderly manner. To provide a more thorough statistical

analysis and description of the data, a table describing possible participant feedback and survey

outcomes will be provided below.

Figure 2 (below): Provides a statistical representation of the data recorded from 84

participants for questions 1- 5 in the questionnaire. The table also displays data records in

a percentile and raw format.

# Question Participants Response

1 Male Female

Gender 42 42

Percentage 50% 50%

2 18-24 25-29 30-34 35+Age group 32 25 15 12

Percentage 38% 29.7% 18% 14.3%

3Graduate Undergraduate

Continuing

Education


4

What educational program are you currently enrolled? 28 28 28

Percentage 33.3% 33.3% 33.3%

Part- time Full- time

What is your student status? 42 42

Percentage 50% 50%

5 Yes No

Have you ever been interested in taking an online

course?72 12

Percentage 86% 14%

Figure 3 (below): An illustration of all participants (84) feedback received from questions 6

to 17. Participants expressed their attitudes toward the presented statement on a scale of 1

(strongly disagree) to 7 (strongly agree). The table also displays data records in a percentile

and raw format.

Question StronglyDisagree

Disagree SomewhatDisagree

NeitherAgree norDisagree

SomewhatAgree

Agree StronglyAgree

1 2 3 4 5 6 7

6. I prefer being in aclassroom.

6 14 19 20 12 5 6

Percentage 7% 17% 23% 24% 14% 6% 7%

7. I take ownership in myeducation.

0 0 0 2 9 17 64

Percentage 0% 0% 0% 2% 11% 20% 76%

8. Taking online courses makeme more flexible.

0 0 6 10 13 25 30

Percentage 0% 0% 7% 12% 15% 30% 36%

9. I enjoy working at my ownpace.

2 2 2 4 18 26 30

Percentage 2% 2% 2% 5% 21% 31% 36%

10. I often tend to procrastinate. 0 4 10 15 15 20 20


Percentage 0% 5% 12% 18% 18% 24% 24%

11. It is harder for me to bemotivated on my own.

0 3 5 20 10 24 22

Percentage 0% 4% 6% 24% 12% 29% 26%

12. Taking a course online hasmany benefits.

0 0 4 10 10 25 35

Percentage 0% 0% 5% 12% 12% 30% 42%

13. I can easily access theinternet and technologydevices.

0 0 0 4 6 13 61

Percentage 0% 0% 0% 5% 7% 15% 73%

14. I am comfortable withelectronic communicationamongst instructors andpeers.

0 0 4 4 12 24 40

Percentage 0% 0% 5% 5% 14% 29% 48%

15. I am very good atmaintaining a functionalacademic time schedule.

0 2 4 10 10 21 37

Percentage 0% 2% 5% 12% 12% 25% 44%

16. I enjoy workingindependently.

1 2 6 13 13 18 31

Percentage 1% 2% 7% 15% 15% 21% 37%

17. I believe student services areimportant for online studentsuccess.

0 0 4 4 12 22 42

Percentage 0% 0% 5% 5% 14% 26% 50%

Figure 4 (below): Presents an illustration of all participants (84) feedback received from

questions 18 to 20. Participants were asked to write their own opinions to question 18 to 20.

Based on their response, participant feedback was generally placed into five categorizes

and grouped accordingly based on interpretation. The table also displays the qualitative


data as a quantity and displays records in a percentile format. A response key is available

at the end on the table.

# Question Participants Response

18 StudentOwnership

Effective TimeManagement

MotivationSkills

ReliableAcademicSupport

Availabilityof Resource

MaterialWhat factors do you consider

would be important to be a

successful online student?

80 75 77 72 84

Percentage 95% 89% 92% 86% 100%

19 FinancialServices

InstructorCommunication

StudentAdvisor

TechnologySupportSystem

EffectiveLearningSystem

What kind of online student

services would encourage

online student enrollment?

82 84 84 84 84

Percentage 98% 100% 100% 100% 100%

20 NursingStudies

BusinessStudies

CriminalJusticeStudies

InformationTechnologyStudies

TechnicalVocationalStudies

In your opinion, name a few

online courses that would be

beneficial to the community?

62 65 25 30 35

Percentage 74% 77% 30% 36% 42%

Response Key:

Question 18:

Student Ownership: relate to participant responses that include student responsibility,

student being disciplined toward education, student academic readiness, making


beneficial decisions, partaking in extra activities (e.g. Peer- review and self-review),

constant student involvement and engagement, student cooperation and feedback.

Effective Time Management: pertain to participant responses that include developing an

effective study and assignment schedule, being able to prioritize educational goals, being

able to achieve goals and deadlines and avoiding procrastination.

Motivation Skills: relate to participant responses that include student willingness to

achieve goals, being constantly enthusiastic throughout educational program, optimism,

ability to cooperate with and encourage others, aiming for the best at any tasks, ability to

value the purpose of educational goals.

Reliable Academic Support: involve participant responses that include student being able

to communicate with instructors, students, student advisors, academic administrators,

registrars, counselors, and other faculty support departments and resources at any given

time. And receiving feedback in a timely manner.

Availability of Resource Material: include responses where participants stated students

being able to access any recommended text material, videos, articles, research

documents, webinar instruction lectures, or any other resources that would provide a

smooth learning journey for students at any given time.

Question 19:

Financial Services: relate to participant responses that include reasonable student

payment plans an options, financial aid services, access to information on tuition fees or

any other academic fees, student access to communicate with the institution student

financial advisor and being able to access student financial account.


Instructor Communication: involve participant responses that include student being able

to discuss any course misunderstandings with their course instructor, ability to have easy

communication access to their course instructor, instructor having a cordial, encouraging

and reliable line of communication with student or the instructor being a good role model

or support figure to students.

Student Advisor Services: include responses where participants stated that it is important

that student have access to gain support from an academic advisor who would constantly

contact student for any course feedback, student course progress, course selection and

feedback on educational program completion status.

Technology Support System: relate to participant responses that include student access to

report any technology issues or communicate with a technology support agent regarding

any student account issues.

Effective Learning System or Platform: involve participant responses that include the

institution having the ability to provide students with an effective and reliable educational

system that provide no limitations toward the online student success, effective resources

and features that do not limit the students’ ability to any resourceful material or

personnel.

Question 20:

Nursing Studies: contain participant responses that included online educational programs

or courses related to the Nurse Educators Program, Advance Nursing Certificate

Program, Practical Nursing Certificate, Mental Health Nursing Program, Healthcare

Administration Program, and Medical Assisting Certificate.


Business Studies: entail participant responses that included online education programs or

courses such as Financial Accounting Certificate, Human Resource Management

Program, Marketing Program, Project Management Program, Industrial Organizational

Psychology Program, and an Economics Program.

Criminal Justice Studies: consists of participant responses that included interest in the

following programs. Corrections Professional Certificate, Criminology Program,

Criminal Justice Administration Program, Security Management Certificate, Cybercrimes

Certificate, Legal Studies Program, Homeland Security and Counterterrorism

Management Program and a Human Services Program.

Information Technology Studies: consists of participant responses that included interest

in the following programs. Wed- Design Program, Software Development Program,

Network and Telecommunications Program, Database Management Program, CompTIA

Network+, Security+, Healthcare IT Tech, Cloud +, CASP and Server+.

Technical and Vocational Studies: consists of participant responses that included interest

in the following programs. Cosmetology, Bartending, Culinary Arts, Baking, Fashion

Design, Communication, Graphic Design, Photography, Machinist, Digital and

Filmmaking, and Pharmaceuticals.

The performed inferential statistical method chosen for this research is the linear or multiple

regression test (Barlow, 2012). This test will be chosen as it is appropriate for nonexperimental

research, and the researcher would like to determine if there is a relationship between the

presence of major motivational factor against online course enrollment. This statistical procedure

will be done by utilizing the five categories of major motivational factors (predicted variables)


reported through predicted recorded data, to predict one criterion variable (taking online courses)

(Evans & Rooney, 2014).

Predicted Variables (major motivational factors) are:

X 1: Financial Services (98%)

X 2: Instructor Communication (100%)

X 3: Student Advisor Services (100%)

X 4: Technology Support System (100%)

X 5: Effecting Learning System or Program (100%)

Y: Taking online courses (Criterion Variable)

By using this calculation, an r value will be viewed as a guide on the extremity levels of whether

the predicted variables will forecast the criterion variable. For application of this statistic method

the following formula will be used (Evans & Rooney, 2014):

Y= B1(X1) +B2(X2) +B3(X3) +B4(X4) +B5(X5) +℮

However, prior to the utilization of the multi regression test the researcher will calculate

central tendency measures, standard deviation, confidence interval levels, theories of standard

normal distribution and variance calculations, to obtain further clarity with making statistical

inferences. To include the hypothesis testing process for this research, a null and alternate

hypothesis must be stated, in order to make an assumption of the significance level and possible

research outcomes. The null hypothesis (H0) is defined as the claim that the observations are the

result of pure chance, while the alternate hypothesis (H1) states the claim that the observations

demonstrate a realistic effect merged with a chance of variation. For this statistical report the

hypotheses are:


H0: Unavailability of major motivation factors discourage students from taking

online courses.

H1: Availability of major motivation factors encourage students to take

online courses.

Based on the above hypotheses and data seen from figure two through four, it is likely

that if more major motivational factors are granted by the institution to online students, more

students will enroll in online courses or programs. After obtaining values received from the multi

regression statistical test and reviewing the hypotheses statements, it is highly probable that a

decision Type I error be made, as the null hypothesis will be rejected for acceptance of the

alternate hypothesis. To justify this probability inference, a z-test using the z-score will be

calculated to assist with validation on the alternate hypothesis and data significance level. By

calculating the data’s z-score, a p-value will be obtained. The p-value represents the probability

value of the presented data, and is a reflection on the significance or strength of the null

hypothesis in the research. As a standard statistical rule, the null hypothesis is rejected in a p-

value of .05, this would mean that there is not enough valuable evidence to support the null

hypothesis statement. A probability value that is less than the significance level will signify

grounds for null hypothesis rejection, the lower the obtained p-value the higher the probability of

rejecting the null hypothesis (Statistics m109, 2016). Considering the above statistical theories, it

is highly possible that there was enough evidence to support the statement that major motivation

factors (obtained in the research) encourage students to take online courses.

To justify in favor of the alternate hypothesis of this research, alongside the two

presented literature reviews and a more recent research debating the reason for online student

withdrawals (Community College Research Centre, 2013). It is commonly expressed and made


verbatim that students being more academically prepared, creating an e-learning environment

that permits a form of interaction similar to a classroom environment, instructor and

administrative support throughout learning process (for higher probability of students remaining

enrolled and being successful throughout their studies), financial support, a reliable and

educational friendly learning platform, unlimited availability of educational resource

requirements and materials, and a student and instructor professionally friendly educational

environment. All motivate students to take online courses and provide remarkable assistance in

achieving their e-learning goals.


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