The Impact of Perceived Usefulness and Perceived Ease of Use on Student's Performance in Mandatory E-Learning Use

Abstract

This research raises the issue related to perceived usefulness and perceived ease of use impact on performance when a system is mandatory implemented. This research tested the impact of perceived usefulness and perceived ease of use in the use of mandatory e-learning in relation to the students' performance. The sample included 247 students participating in classes adopting e-learning. To gather the data, online questionnaire is distributed to the sample. Furthermore, the gathered data is analyzed by using Partial Least Square (PLS). The research result indicated that all hypotheses are rejected. Based on the hypothesis testing, perceived usefulness does not affect students' performance, indicated with its P-value 0.8561 (H1). Also, perceived ease of use does not affect students' performance, indicated with its P-value 0.4466 (H2). Based on the hypothesis testing, it is concluded that when there is an obligation to utilize the implemented system, perceived of usefulness and perceived ease of use do not affect the user's performance.