Belief about Web-Learning and Perceived Stress in Relation to E-Learning among Undergraduates in a Private University College in Kuala Lumpur

Kong, Yoke Loong and Lai, Chooi Seong (2021) Belief about Web-Learning and Perceived Stress in Relation to E-Learning among Undergraduates in a Private University College in Kuala Lumpur. Belief about Web-Learning and Perceived Stress in Relation to E-Learning among Undergraduates in a Private University College in Kuala Lumpur. (Unpublished)

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Abstract

This study was undertaken to examine whether there is a relationship between each construct of Belief about Web-based Learning and Perceived Stress. The research objectives are to detect the role of 1) behavioural belief toward web-based learning, 2) perceived difficulty of web-based learning and 3) contextual belief of web-based learning in contributing (measured by Belief about Web-learning Survey) to stress (measured by Perceived Stress Scale-10), when e-learning ongoing. A total of 140 (48 males, 92 females) undergraduates participated in this survey via convenience and snowball sampling on undergraduates. Respondents completed a questionnaire that measured their belief about web-learning and perceived stress while online classes were ongoing. Results revealed no significant relationship between behavioural belief about web-learning and perceived stress; perceived difficulty of web-learning and stress. However, it identified a significant relationship between perceived difficulty of web-learning and perceived helplessness, r = .20, p <.05. The result seems to occur due to recent data from other research implying e-learning is acute stressor and less influential compared to other stressors, therefore belief about web-learning seems to have lesser influence than actual difficulty during e-learning in stress. The implication is that perceived difficulty of web-learning seems important in the early stage of stress but may be cancelled out if student can perceive coping resources. Overall, it means that e-learning and belief about web-learning may not threaten undergraduates in a way that induce stress and its associated risk. It may be more important to address lack of coping resources when difficulty occurs.