Efficiency of Online Learning during Covid-19 Pandemic
SITI NUR ZAHIRAH OMAR
Universiti Teknologi MARA, Kelantan Branch, Machang Campus, MALAYSIA
https://orchid.org/0000-0003-0195-7376
RUSNIFAEZAH MUSA
Aimst University, Semeling, Bedong, Kedah, MALAYSIA
https://orchid.org/0000-0002-3803-6127
MALIANI MOHAMAD
Universiti Utara Malaysia, Sintok, Kedah, MALAYSIA
https://orchid.org/0000-0002-6162-0460
CHE MOHD SYAHARUDDIN CHE COB
Universiti Teknologi MARA, Kelantan Branch, Machang Campus, MALAYSIA
https://orchid.org/0000-0002-9509-7946
AZMAHANI YAACOB @ OTHMAN
Universiti Teknologi MARA, Kelantan Branch, Machang Campus, MALAYSIA
https://orchid.org/0000-0002-3243-9400
RAZLI RAMLI
Universiti Teknologi, Kuala Lumpur, MALAYSIA
https://orchid.org/0000-0001-9614-5690
Abstract:-
COVID-19 pandemic has had a profound effect on campuses, compelling learning systems to shift
away from face-to-face engagement and toward online instruction. The purpose of this research is to investigate
the effectiveness of remote learning in the event of a COVID-19 pandemic. To obtain responses, a self-
administered online survey was used. After data screening, 315 data were proceeded to the next analysis.
Additionally, the data were devoid of missing cases and outliers. The measuring model was evaluated for
indicator and internal consistency reliability, convergent and discriminant validity. Meanwhile, the structural
model was evaluated by SmartPLS version 3.2.9 utilising the bootstrapping approach. Findings revealed self-
discipline and flexibility were significant towards effectiveness of online learning among students at the UiTM
Kelantan, Kota Bharu Campus. The findings argue that, in the modern era, internet technologies have increased
the flexibility of post secondary education in a variety of ways. Institutions should make strategic use of these
new flexibility, concentrating on chances to engage students more deeply in learning that results in practical
outcomes.
Keywords:- Efficiency online learning; internet connection; surrounding environment; facilities; self discipline;
flexibility.
Received: June 11, 2022. Revised: July 15, 2022. Accepted: August 12, 2022. Available online: September 7, 2022.
1 Introduction
Coronavirus is a highly contagious virus that is
quickly spreading throughout the human
population. COVID-19 is a novel sprain that first
occurred in December 2019 in Wuhan, China.
Nobody could have predicted the pandemic's
outcome. Students' psychosocial behaviors must
shift in response to such a unique scenario. This
transition has grown into a process of preserving
pre-coronavirus existence while attempting to
construct a new "normal" for post-coronavirus
chaos in certain aspects [1]. Due to the pandemic's
global scope, the solution must be local [2].
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Siti Nur Zahirah Omar, Rusnifaezah Musa,
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The COVID-19 has resulted in schools shut, not
only in Malaysia but all over the world. According
to a report in the World Economic Forum in 2020,
over 1.2 billion children from 186 countries were
out of the classroom (Cathy Li & Farah Lalani,
2020). With this sudden shift and distinctive rise of
online learning in which teaching was undertaken
on digital platforms, it showed us that education
has changed dramatically
Online learning is a concept that refers to
education that occurs through the use of the
internet. Additionally, "E Learning" is used to
refer to it. On the other hand, online education is a
subset of "distance learning," which encompasses
all forms of education that take place remotely
rather than in a classroom. Previously, online
distance education served an ever-growing
population of students who were unable to
participate in traditional classroom settings.
Following the expansion of COVID-19, online
education has been fully deployed worldwide.
Students from all around the world are
increasingly engaging in online learning in order to
complete their syllabus. According to [3], online
education has revolutionised the face of higher
education during the previous two decades. Online
education has been utilised by education
institutions offering undergraduate, graduate, and
doctorate degrees. Students can change into
classrooms everywhere they have access to the
internet and electricity through online education. It
is capable of delivering audio, video, email,
animation, interactive training sessions, and live
professor chats. It is a more varied learning
environment with greater adaptability than a
traditional classroom.
There are a few universities that have successfully
managed online classes with numbers of online
courses offered just to adapt with the situation. For
example, Zhejiang University in China and
Imperial College London. They used different
types of platforms just to suit the demand and
facilities they had.
While the use of computer technology in teaching
and learning continues to rise, a recent research
found that the emphasis in higher education is
shifting away from "provider" and toward
"learner" when it comes to enhancing individual
students' learning. On the other hand, the
traditional quality indicators associated with
certification no longer apply to the new context of
teaching and learning [4]. For instance,
terminology such as "seat-time," "physical
attendance," and "library holdings" do not translate
well to an online environment. Utilizing outcome-
based metrics in an online learning environment
may be advantageous [4]. It has been claimed that
learning effectiveness, which refers to the extent to
which learning objectives are satisfied or learning
is successful, may be a more realistic
representation of the effectiveness of Internet-
based teaching and learning. The data gathered
during the study of learning efficiency helps
colleges to expand their online course offerings.
There has been a tremendous increase in study on
the usefulness of online learning in recent years.
According to the study's findings, the most often
utilised metrics for assessing learning efficacy in
higher education are learning outcomes, learning
attitudes, and satisfaction [5].
In terms of educational success, learning outcomes
represent factors such as student beliefs about
achieving learning goals, the incidence of learning,
progress in performance, and the accomplishment
of results [4]. Students who did well in mixed
learning environments expressed more satisfaction
with their courses than students who performed
badly, indicating that high achievers are more
adept at adjusting to new learning contexts than
their low achiever peers, according to a research of
blended learning environments [6]. On the other
hand, some academics feel that perceptions of
learning may not necessarily correlate to actual
gains in knowledge [7]. There are several
outcomes in this subject. More study and empirical
evidence are required to determine if perceived
learning outcomes are crucial for comprehending
students' learning accomplishments and their
capacity to cope with a regular learning
environment.
Researches show that blending information with
interactive and gamification is able to come out
with better understanding and students can benefit
from this type of learning. They can get better
retention information and their learning times also
could be faster other than increasing their
productivity. Therefore, this research analyses the
efficiency of online learning among undergraduate
students when they have to go for digital platforms
in order to finish their studies during COVID-19
pandemic.
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2 Literature Review
2.1 Efficiency Online Learning
According to [8], e-learning is a method of
learning through the use of electronic media. The
learning environment could be referred to as a
Learning Management System (LMS), a Course
Management System (CMS), a Virtual Learning
Environment (VLE), or even a Knowledge
Management System (KMS) [9]. While [10]
defined online learning as the delivery of
education using a variety of technologies,
including the internet, email, chat, and audio and
video conferencing across computer networks. It
enables the student to progress at his or her own
speed and convenience. Online learning, more
usually abbreviated as e-learning, is a type of
distance education in which technology aids the
learning process and all instructions are distributed
through the internet [11][12].[13] characterizes
online learning as a completely online setting,
whereas blended learning is a combination of face-
to-face and online instruction. Effective learning
requires that students pursuing an online
programme get instruction that is specific to the
school. The objective is for online learning to be at
least as successful as other modes of delivery used
by the company, most notably face-to-face,
classroom-based training. Meanwhile, [14] defines
an Online Learning Environment (OLE) as a set of
teaching and learning resources that are used to
supplement students' educational experiences
through the use of computers and the internet.
Additionally, online education is the most efficient
option for students and the most environmentally
friendly [11]. According to the United Kingdom's
Open University, online education consumes 90
percent less electricity than traditional classes. In
aggregate, this results in a more effective form of
instruction through online learning and interactive
content. Additionally, including individuals and
companies in this style of teaching would motivate
them to do their part for the environment and
adhere to their own personal environmental goals.
Finally, the online learning environment is
incredibly favorable to understanding and
productive. Today's online learning creation
technologies enable developers to build engaging
training content by combining instructional
approaches and media. Teachers can use animation
and visuals to assist students in visualizing abstract
topics in an online learning environment, therefore
stimulating student creativity.
2.2 Internet Connection and Efficiency
Online Learning
Nowadays, the efficiency of online education can
be impacted by either a poor or an outstanding
internet connection. The internet, as defined by
[15], is a global computer network that connects
other computer networks and delivers end-user
services. It is positioned and enables data and other
types of information to be exchanged. The Internet
is a computer network that enables users to
connect to computers situated anywhere in the
globe, and it has been actively used in this modern
technological era. According to [16], tangible tools
such as the computer (internet connection) enable
online learners to engage more fully in long-
distance learning. [17] discovered that a stable
network architecture is critical for sustaining and
improving the quality of online education.
Additionally, [18] asserts that internet utilization
can enhance the effectiveness and efficiency of
online learning. Enhancing learning with
technology is a growing trend that has resulted in
numerous possibilities for self-management
learning within the benefits of autonomous
education. Thus, the internet is a product of a
technological era that has been embraced to
increase learning. According to [18], technology
exacerbates the problem of online learning by
allowing for self-directed learning via the internet.
[19] emphasize the importance of internet-based
learning as a means of assisting students' learning
and enabling them to develop the ability to be
more engaged in their learning and to exchange
knowledge with one another via online internet
networks [20]. It is proven that lack of internet
access could be great challenges for students in
Southeast Asia [21] and [22] to become involved
in online learning. The teachers and students,
especially in rural areas, who have problems with
internet connection are not capable of using
emerging technology, making the online learning
process a difficult and frustrating experience.
Thus, internet-based learning demonstrates the
connection between the internet and online
education.
H1: The internet connection has a positive and
significant influence on the efficiency of
online learning.
2.3 Surrounding Environment and
Efficiency Online Learning
In terms of psychosocial effects, online lessons
may result in pupils experiencing mental tension or
intellectual exhaustion [23]. This growth can be
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attributable to the fast use of online education. The
learning environment has a substantial effect on a
student's capacity to learn in a variety of ways.
Numerous variables, like sitting, lighting, noise,
and even the colour scheme, can all have an
influence on an individual's ability to learn. Kids
who learn in a good learning environment are
more motivated, engaged, and have a larger
potential for learning in general than students who
learn in a negative learning environment. On the
other hand, the best results from online learning
occur when learners actively participate and
interact. There is no doubt that a healthy,
comfortable, and safe environment could help to
improve students’ performance. [24] discovered
that academic success is related to the quality of
the interior environment. Additionally, [25] noted
that a lack of fresh air or exposure to unusually
hot, cold, dry, or humid circumstances, loud noise,
even in a quiet room, and exceptionally bright or
dark lighting can have a poor effect on students'
academic performance and attendance during
online sessions.
[26] highlighted interruptions, a lack of support
from family, friends, and employers, a time
constraint, and a student's commitment to learn as
hurdles to online learning for students in their
study. Furthermore, the family environment has a
positive impact on students' academic success and
efficiency online learning. [27] revealed that a
student's growth and academic success are
influenced by the home learning environment.
They also discovered that the quality of a student's
home learning environment has a substantial
impact on academic achievement and is predictive
of academic achievement. As a result, creating a
high-quality home learning environment is an
important step in improving pupils' academic
performance. This is in accordance with other
research, such as [28], which found that the home
environment factor helps students improve their
online learning effectiveness.
H2: The surrounding environment has a positive
and significant influence on the efficiency of
the online learning
2.4 Self-Discipline and Efficiency Online
Learning
E-learning is currently a rapidly developing means
of education in every part of the world [20]. It is
capable of expediting teaching and extending the
duration of the learning process. In Malaysia, the
efficiency of e-learning among school pupils may
differ from that of IPT students, for whom e-
learning is beneficial. It was discovered that few
studies on high school students have been
conducted on distant education via e-learning
systems. On the other hand, students' capacity to
manage their distance learning activities, such as
studying at home, might have an effect on the
effectiveness of e-learning. Self-discipline, in the
context of distance education, refers to a person's
capacity to regulate their emotions. Additionally, it
is the capacity for personal development and the
ability to overcome shortcomings. Without a
question, self-discipline is vital for life success,
and it must be developed early in order to become
a habit [29]. In academia, self-discipline refers to
students' determination to improve their studies.
Self-discipline is the capacity to do what one
should be doing. Individuals must consider a
variety of aspects when enhancing their self-
discipline. Furthermore, student involvement and
interaction in instructional events help to create a
more effective learning environment [30]. The
engagement and participation of advanced learners
in learning activities, according to [31] will
determine the efficacy of an online learning
programme and will affect students' positive views
toward and satisfaction with online learning
education. According to [32][33], the degree to
which online learners interact and participate in
online education is predictive of their capacity to
continue in their studies, with a correlation
between progression and retention.
It has been demonstrated that self-discipline has a
substantial influence on pupils' academic
development throughout their lives [34][35][36].
[36] examined the influence of self-control on
academic achievement in two investigations. Both
researchers emphasised the need for self-discipline
and self-control in accomplishing bigger
objectives, as well as the capacity to reject
misrepresentations [35]. In daily life, students
must learn self-discipline in order to resist their
natural emotions and focus on the intended goal.
From a student's perspective, self-discipline means
focusing on acts that promote academic
accomplishment, such as finishing school
assignments on time, updating notes, and paying
attention in class. The majority of high school kids
find gaming, watching interesting television, and
connecting with friends on social media to be more
pleasurable than studying. To boost academic
success, students should devote more time to
school than to entertainment [36].
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H4: Self-discipline has a positive and significant
influence on the efficiency of online
learning
2.5 Facilities and Efficiency Online
Learning
Learning facilities are required to motivate
students to learn, particularly during online
education. Students' motivation to study will
increase if they are supplied with improved and
suitable learning facilities and a supportive home
environment. The school's involvement in
providing optimal facilities and the family's
assistance in offering additional attention, both
physical and non-physical, may help create an
environment of comfort for kids, encouraging
them to be more motivated to study [37]. [38] also
expressed that complete learning facilities are able
to help students to learn better.
In terms of educational facilities, they must
include learning spaces that facilitate the learning
process, in addition to providing safe, comfortable
and exciting learning settings [39]. [40] discovered
that a lack of facilities was one of the most
difficult e-learning problems. Facilities variables
were measured according to the following
dimensions: absence of advanced equipment, lack
of welfare facilities, and lack of suitable facilities
in the courses in this study. In other discussions,
learner initiate their own learning processes by
using the many electronic educational platforms
and availability facility such as computer or
laptop, internet connectivity and space for e
learning process. According to [41], remote
learning entails having a minimum amount of
interaction between facilitators and learners, as a
result of which it depends more on electronic
communication. This implies that facilities and
resources must be made accessible for learners to
utilize in order for them to be successful in their
learning programme on their own time.
When learning is facilitated by the use of
electronic resources, the process is referred to as
"E-learning." Additionally, it is referred to as a
means of teaching skills and knowledge to a large
number of learners concurrently or sequentially via
the utilisation of a network of equipped computers
and devices. E-learning may be defined as the use
of computers and internet access to give a variety
of solutions to students in order to improve their
learning and academic achievement [42]. Digital
technology, as reported by [43] in their research,
has become more important to students' learning
experiences.
H3: The facilities have a positive and significant
influence on the efficiency of online
learning
2.6 Flexibility and Efficiency Online
Learning
Students may decide their own learning route,
speed, and instructional factors with online
education. The more control learners have over
their own learning environment, the more likely
they are to take ownership of their education.
Despite the fact that flexibility is only one of
several factors that may be used to evaluate
learning and teaching, [44] and [45] note that both
students and lecturers have a limited amount of
time to complete assignments. Time, place,
content, learning styles, evaluation, interaction and
collaboration, and learning tools are all flexible
variables. While moving education online enables
teaching and learning to take place everywhere, at
any time, the velocity at which this shift is
expected to occur is unprecedented and remarkable
[46]. Flexible learning eliminates limits associated
with time, place, and pace. While it has long been
acknowledged that time management skills are
necessary for learners to benefit from flexible
learning, little is known about the temporal
components of flexible learning [46]. Online
education has been viewed as a viable option for
satisfying the unique learning needs of adult
learners in this regard. Self-management of
learning time, sequence, and speed was identified
as a critical learning preference that needed to be
addressed in higher education, since there are
several scenarios in which adult learners can
govern their own learning or have flexibility [47].
The significance of learning styles has been
recognised as a crucial area of research for
enhancing learner satisfaction and academic results
[44]. Students' learning was found to be impacted
by their flexible study schedules [48]. Self-
regulation of learning time, sequence, and speed
was highlighted as a fundamental learning
preference that required attention in higher
education in order to enable adult learners to
govern their own learning in a variety of
circumstances [47]. Allowing students in online
education to have a flexible study schedule has
been shown to have a substantial impact on their
learning [48]. H5: Flexibility has a positive and
significant influence on the efficiency of online
learning
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3 Methodological Approach
The research design for this study was
quantitative. According to [49] and [50], the
quantitative technique is optimal for deductive
research, objective, and outcome-oriented
investigations. The nature of this study is a cross-
sectional research whereby the data is collected,
analyzed, and summarized statistically and
conclusions are drawn at a single point in time.
The revision from past studies also proved that
cross-sectional study is chosen over a longitudinal
study in most cases due to the resources and time
limitations [51]. Hence, this study adopts a cross-
sectional data approach in the data collection
process.
3.1 Participants
The data was acquired from undergraduate
students at UiTM Kelantan. The overall number of
students at the UiTM Kelantan, Kota Bharu
Campus is 1740, and [52] recommend a sample
size of 315 for this study. To choose elements
from the population, random sampling was used.
Students from UiTM Kelantan were selected for
this study as Kelantan is located in a rural area
which faces huge barriers especially in dealing
with online learning. Therefore, this population
will give different perspectives in examining the
determinants of efficiency online learning.
3.2 Data Collection and Analysis
The questionnaire was written in English and then
translated into Malay to stimulate respondents'
engagement and, ultimately, to achieve the desired
conclusion. To confirm the translation's accuracy,
a back-to-back translation was performed to
eliminate any inconsistencies or potential
translation faults. Data collecting will begin in
early January 2022 and will take approximately
two weeks to attain the needed sample size. SPSS
version 22 was used to clean 315 records of
missing instances and outliers. Meanwhile, Smart-
PLS version 3.0 was used to analyse the
measurements and structural model for this
investigation.
4 Results and Analysis
4.1 Measurement Model of Efficiency
Online Learning
As indicated in Table 1, the composite reliability
of all constructs is more than 0.70 [50], showing
that all measures are trustworthy. Because
composite reliability is more suited for PLS-SEM
value [53], the outcome of this investigation varies
between 0.922 and 0.945, above the 0.70 cut-off
[54]. All indicator loadings above the 0.60
suggested value.[53]. Three loadings, however
(B1, D14, and G26), were omitted due to
inadequate strength (refer Table 1). Each variable
was assigned an AVE in order to establish its
convergent validity, as described by [55]. Because
the AVEs of all constructs are more than the 0.50
cut-off, the results suggest convergent validity.
Table 1. Descriptive Statistic and Reliability of
Constructs (N=315)
Table 2 indicates that all indicators loaded on their
own construct are higher than on any other,
supporting the notion that the constructs are
distinct.
Table 2. Discriminant validity of latent variables
Notes: **Bold diagonal elements are the square root of AVE
(Average Variance Extracted) which should exceed the off-
Construct
Items
Loading
Deleted
Item
Online
Learning
Efficiency
B2
B3
B4
B5
0.878
0.892
0.883
0.871
B1
Internet
Connection
C10
C6
C7
C8
C9
0.871
0.836
0.863
0.888
0.833
Surrounding
Environment
D11
D12
D13
D15
0.858
0.864
0.901
0.832
D14
Self-
Discipline
E16
E17
E18
E19
E20
0.836
0.887
0.838
0.859
0.887
Facilities
F21
F22
F23
F24
F25
0.871
0.848
0.8
0.857
0.859
Flexibility
G27
G28
G29
G30
0.907
0.885
0.893
0.915
G26
(1)
(2)
(3)
(4)
(5)
(6)
Facilities (1)
0.847
Flexibility (2)
0.720
0.9
Internet Connection (3)
0.738
0.657
0.859
Online Learning Efficiency (4)
0.667
0.792
0.703
0.881
Self- Discipline (5)
0.723
0.809
0.794
0.802
0.862
Surrounding Environment (6)
0.722
0.783
0.785
0.703
0.801
0.864
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diagonal inter-construct correlations for adequate
discriminant validity.
4.2 Structural Model of Effectiveness of
Online Learning
Next is the assessment of the structural model
through bootstrapping analysis [56]. The 5000
subsamples through bootstrapping were done and
the result of the structural model is as illustrated in
Figure 2. The direct hypothesis for this
investigation was illustrated in Table 3. From 5
hypotheses, only 2 hypotheses were accepted.
Self-discipline was found positively significant
with online learning efficiency at (ß= 0.355, t=
2.198, p < 0.01). Flexibility was found to be
positively significant with online learning
efficiency at (ß=0.428, t=2.936, p 0.01). Internet
connection, surrounding environment, and
facilities, on the other hand, are not significant
predictors of online learning efficiency at (ß=
0.185, t=1.466, p > 0.01), (ß=-0.077, t=0.597, p >
0.01), and (ß=0.021, t=0.173, p > 0.01),
respectively. The result of R² of the dependent
paths in this study is 71.3 percent. The model,
which consisted of self-discipline and flexibility,
explained 71.3 percent of the online learning
efficiency among students during pandemic
COVID-19.
Fig. 2: Structural model for Effectiveness of
Online Learning
5 Conclusion and Recommendations
Most universities have made major changes to
their learning systems as a result of the pandemic
COVID-19, moving away from face-to-face
meetings and toward remote online education.
Students who were unable to participate in
traditional classroom settings were previously
serviced by online distance education, which has
grown in popularity over the years and is expected
to continue to do so. Because of the
implementation of COVID-19, online education
has become extensively accessible all around the
globe, even in developing countries. In order to
complete their course work, students from all over
the globe are increasingly turning to online
learning to finish their tasks. Numerous factors
have influenced this outcome. The effectiveness of
online learning, on the other hand, is still
debatable. Through this study, a significant
pathway was found and identified, and it has a
significant influence on the efficiency of online
learning. Additionally, the researchers discovered
that both the self-discipline of pupils as well as the
flexibility of adult learners were key determinants
in determining the success of online learning. This
resulted in the conclusion that student performance
at the course's completion was not contingent upon
their initial proficiency levels. As a consequence,
self-discipline is the most critical factor affecting
learners and assisting them in achieving their
goals. As a result, the rising range of learning and
teaching opportunities is the most evident
manifestation of online learning's efficiency. Like
most studies, this study has limitations. The study
sample was based on UiTM Kelantan, Kota Bharu
Campus only which did not represent the whole
population of students from other Malaysian
universities, thus limiting the generalizability of
the findings. To improve the accuracy, clarity, and
precision of future studies, the sample size of
respondents should be increased. Future studies are
suggested to obtain more samples that are
representative.
References:
[1] Rahman, Zainatul Shuhaida Abdull, Nurul
Labanihuda Abdull Rahman, Siti Nur
Zahirah Omar, and Sardar Md Humayun
Kabir. "The Impacts of COVID-19
pandemic on marginalized youth
communities in Malaysia: Key issues."
Journal of Entrepreneurship and Business 9,
no. 1 (2021): 100-117. DOI:
https://doi.org/10.17687/jeb.v9i1.420
Table 3: Direct hypotheses result of structural model
Direct hypothesis
Beta
T statistics
P values
Decision
H1
Internet connection -> online learning efficiency
0.185
1.466
0.071
Rejected
H2
Surrounding environment -> online learning
efficiency
-0.077
0.597
0.275
Rejected
H3
Facilities -> online learning efficiency
0.021
0.173
0.431
Rejected
H4
Self- discipline -> online learning efficiency
0.355
2.198
0.014
Accepted
H5
Flexibility -> online learning efficiency
0.428
2.936
0.002
Accepted
WSEAS TRANSACTIONS on BUSINESS and ECONOMICS
DOI: 10.37394/23207.2023.20.4
Siti Nur Zahirah Omar, Rusnifaezah Musa,
Maliani Mohamad, Che Mohd Syaharuddin Che Cob,
Azmahani Yaacob @ Othman, Razli Ramli
E-ISSN: 2224-2899
36
Volume 20, 2023
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Siti Nur Zahirah Omar, Rusnifaezah Musa,
Maliani Mohamad, Che Mohd Syaharuddin Che Cob,
Azmahani Yaacob @ Othman, Razli Ramli
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Azmahani Yaacob @ Othman, Razli Ramli
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Contribution of Individual Authors to the
Creation of a Scientific Article (Ghostwriting
Policy)
-Siti Nur Zahirah Omar was responsible for data
curation and writing the original draft.
-Rusnifaezah Musa was responsible for formal
analysis, methodology, and data validation.
-Maliani Mohamad was responsible for
methodology, resources, and supervision.
-Che Mohd Syaharuddin Che Cob was responsible
for conceptualization, review and editing of the
article.
-Azmahani Yaacob @ Othman was responsible for
literature review and data collection of project.
-Razli Ramli was responsible for funding
acquisition and project administration.
WSEAS TRANSACTIONS on BUSINESS and ECONOMICS
DOI: 10.37394/23207.2023.20.4
Siti Nur Zahirah Omar, Rusnifaezah Musa,
Maliani Mohamad, Che Mohd Syaharuddin Che Cob,
Azmahani Yaacob @ Othman, Razli Ramli
E-ISSN: 2224-2899
39
Volume 20, 2023
Sources of Funding for Research Presented in a
Scientific Article or Scientific Article Itself
No funding was received for conducting this study.
Conflict of Interest
The authors have no conflicts of interest to declare
that are relevant to the content of this article.
Creative Commons Attribution License 4.0
(Attribution 4.0 International, CC BY 4.0)
This article is published under the terms of the
Creative Commons Attribution License 4.0
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