REGRESSION ANALYSIS ON E-ASSESSMENT ACCEPTANCE BY LECTURERS FROM SECURITY PERSPECTIVE

The role of technology in education system has enriched the teaching and learning process, be it from preschool to higher universities education. The development of online education systems such as e-learning and e-assessment provide many advantages to the users especially the flexibility in teaching and learning. The online education system has the capability to improve the quality of delivery education. However, security risks have been the major weakness in the acceptance of technology in education field which limits the user acceptance of the online education system. Even though there are other studies providing solutions for identified security threats in online education usage, there is no particular model which addresses the factors that influences the acceptance of e-assessment system by lecturers from security perspective. The aim of this study is to explore security aspects of e-assessment in regard to the acceptance of technology by lecturers. A conceptual model of secure acceptance of e-assessment is proposed considering both human and perceived security aspects. The data for this study was collected through online survey and paper-based survey. The conceptual model is analyzed using multiple regressions to identify the predictive power between dependent variable and independent variable. The final result of this study demonstrates how security factors influence lecturers' attitudes towards the acceptance of e-assessment from security perspective with a strong significant contribution to the e-assessment acceptance by lecturers. This study will be useful in providing more insightful understanding regarding the factors that influence the lecturers' acceptance of e-assessment system from security perspective.