Fuzzy Analytic Hierarchy Process (FAHP) in Analyzing Mathematical E-Learning Success Factors
DOI:
https://doi.org/10.24191/jcrinn.v9i2.441Keywords:
e-Learning, fuzzy AHP, Success Factors, Success Sub-Factors, Fuzzy Analytic Hierarchy Process, Fuzzy Analytic Hierarchy Process (FAHP)Abstract
E-learning approaches have emerged as a prominent method in educational institutions in Malaysia since the Covid-19 outbreak. Moreover, rapid growth in educational technologies with new software and high-end hardware has provided better accessibility for e-learning. To ensure efficient and conducive e-learning environment, the factors and sub-factors that leads towards e-learning success must be recognized and identified. Therefore, this research aims to rank the important factors and sub-factors influencing the success of e-learning in Mathematics from lecturers’ perspectives. Fuzzy Analytic Hierarchy Process (FAHP) is used in analyzing the data collected. The result of this study shows that among the four chosen success factors, Quality of Infrastructure and System is the most important factor (0.3876), followed by Characteristics of Students towards e-learning (0.2428), Quality of Design and Courses (0.1942) and lastly Characteristics of Lecturers Towards e-learning (0.1753). The top four out of 12 e-learning success sub-factors are Design and User Interface System (0.1447), Students’ Attitude Towards e-learning (0.1232), Understanding the Use of Infrastructure (0.1218) and Level of Product Reliability (0.1211). This finding may help to improve the effectiveness of e-learning process to not only for schools and universities but also for corporate and business sectors especially in global training programs. For future studies, students’ perspective towards e-learning success in Mathematics and other subjects should be further studied in order to have a complete view of success factors.
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Copyright (c) 2024 Nor Syahazlin Mohd Zaki, Jasmani Bidin, Noorzila Sharif, Ku Azlina Ku Akil, Surina Nayan (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
