UEH UNIVERSITY College of Business Faculty of International Business — Marketing 4 UEH UNIVERSITY FINAL ESSAY Subject: Customer Behaviour Instructor: Phd, Asociate Professor Tran Mai Dong Class code: 23D1BUS50308801 Ho Chi Minh, March 27, 2023 - TOPIC: FACTORS INFLUENCING PURCHASE INTENTION OF STUDENTS TOWARD ONLINE ACADEMIC COURSES LIST OF MEMBERS FULL NAME CLASS STUDENT ID LEVEL OF PARTICIPATION Nguyễn Tần Đạt IBC0I1 31201021672 100% Nguyễn Quốc Nhật Tâm IBCO1 31201026860 100% Nguyễn Quang Duy IBCO1 31201026545 100% Trần Đức Thiện IBCO1 31201025404 100% Ngô Ngọc Châu Giang IBCO1 31201026162 100% Contents 1ný 020.--- -- -Ă ST ST S* S11 S 1111111 11H TH Hư, 5 1. Aim of research oo. Research items? nan. Research sample and SCORD€:.
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Reliability test: Cronbach Alpha.4 EFA - Exploratory factor analysis. [J Save to a Studylist 4.1 EFA for independent variables LE, 4.2 EFA for the intermediate variable 'Ï(›.- -- 4c LH HH TH HH TH HH HH HH HH ngờ 25 4.1 The regression model between the LE+PRE (Lecturer Expertise + Prior Learning Experience) and PET (Personal Trial Experience) to T (Trust) .2 The regression relation between LE-PRE ((Lecturer Expertise + Prior Learning Experience) and PET (Personal Trial Experience) to PEE (Performance 52052110 1 .3 The regression relationship between T (Trust), PEE (Performance Expectation) to IP (Purchase Intention) .ccececccesceeseeeseeeeeeesececeeeaeeeaeeeeeeaeeees 28 CHAPTER V: CONCLUSION AND IMPLICATION. 30 hinh hà on ố. LimitaHon and DevelopIm€TIfL.
36 Appendix I: The confent OŸ the SUITV€Y.ẶSẶ SH HH HHH HH HH HH HH Hi, 36 Appendix 2: Result of Cronbach Alpha .- -- S5 Sexy 40 Appendix 3: Plagiarism f€Sf T€SUÏÍ.- --- 25 << +2 +2 +3 ESK*H HT HH HH Hy 42 3 ABSTRACT This study investigates the factors that influence students’ purchasing intentions towards online academic courses. The research focuses on six key influencing factors: perceived lecturer expertise, prior learning experience, personal trial experience, trust, performance expectation, and purchase intention. A sample of x students was surveyed to identify and examine these factors and their relationships with students’ decision-making processes. The results of this research show that three of six factors significantly impact students’ purchase intentions toward online courses.
Lecturers’ expertise combined with Prior Experience and Personal Trial Experience have been found to have an influence on Trust, which strongly impact the Purchase Intention of students toward academic courses. Trust Vv Lecture Expertise + Vv Prior Experience Purchase Intention Personal Trial Experience Based on these findings, this research provides recommendations for educators and policymakers to design better online courses and marketing strategies that meet students’ needs and expectations. Ultimately, improving the quality of online education can make it more accessible to a diverse student population. This study contributes to the growing body of knowledge on online education and provides actionable insights for stakeholders in the industry.
Reason (Problem Statement) Research on the elements influencing students’ choices to enroll in online courses is crucial for a number of reasons. One factor is the quick development of online learning, particularly during and after the COVID-19 pandemic (Naik et al. As more students enroll in online courses, it is critical to comprehend the criteria used to choose and pay for those courses (Abushamleh & Qusef, 2021). This knowledge can assist educators and decision-makers in creating efficient marketing plans and improving the design of online courses to better suit the requirements and expectations of students.
Another important reason to undertake research on the factors that influence students’ purchasing decisions towards online academic courses is to increase student interest in and purchases of these courses. One of the biggest challenges that educators and policymakers face is ensuring that students remain engaged and committed to their online courses. When students purchase online courses that do not meet their expectations, fail to align with their learning goals, or do not deliver the promised quality of education, they are more likely to drop out or show little interest in enrolling in other online courses (Bares, C. Low retention rates can have a significant impact on education organizations.
Not only does it affect the reputation of the institution, but it also results in lost revenue and resources. To prevent this, it is crucial to identify the factors that influence students’ purchasing decisions towards online courses. By understanding these factors, education organizations can develop effective marketing strategies and design online courses that meet students’ expectations and learning objectives (Alsaadoun et al. In addition to increasing retention rates, studying the factors that affect a student's decision to purchase online courses can also lead to increased student satisfaction.
Students who enroll in online courses that meet their expectations and align with their learning goals are more likely to be satisfied with their educational experience. This, in turn, can lead to positive word-of-mouth referrals and an increase in the number of students interested in purchasing online courses. Understanding the variables that affect students’ purchase choices aids educational institutions in addressing difficulties with course and fairness in education, in addition to the advantages mentioned above. Reaching students who couldn't previously attend traditional education is made possible via online education.
However, certain students may be excluded if criteria like the instructor's level of experience, the student's prior educational background, or their level of confidence in the online platform are not fully met, and missed chances to enroll in and 5 complete online courses. Organizations and educators can create inclusive courses that are fit for the requirements of various learners, including special audiences, by studying the elements that influence students’ purchasing decisions (Bawa, P. Aim of research This research aims to provide a comprehensive understanding of the factors that influence students’ decisions to purchase online courses. By identifying these key factors, we can gain insights into how students make decisions about online course purchases, which will help educators design more effective courses and marketing strategies.
This study will also examine the connections between these variables and how they combine to influence students’ purchasing choices. For instance, a student's decision to purchase an online course may be influenced by their demographic features, such as age, gender, and geography, in combination with elements like course content and delivery method. By comprehending these connections, educators may create curricula and marketing plans that are customized for particular student populations. Furthermore, this research aims to contribute to the improvement of online education by identifying the most significant factors that affect students’ purchasing decisions.
This information can help educators develop courses that meet students’ needs and preferences, such as offering high-quality content, providing engaging learning experiences, and utilizing effective teaching methods. By improving the quality of online education, we can make it more accessible to a diverse student population, including those who may face barriers to traditional classroom learning, such as geographical limitations or time constraints. Research items: We state some questions with the aim of clarifying our stated problem. Particularly: - Perceived lecturer expertise - The lecture has a good background of education (LE1) - The lecture is experienced in his/her field (LE2) - The lecture is knowledgeable (LE3) - The lecturer is an expert in his/her field (LE4) - Prior learning experience - My previous experience of learning via this learning platform were great (PRE1) - used to receive high-quality lectures on this platform (PRE2) - This platform was able to offer high quality (PRE3) - Personal trial experience - Before purchasing the course, I was able to appropriately try it out (PET 1) - Before purchasing the course, I was permitted to try out the course for a limited amount of time to decide whether it was worthy or not (PET2) - Iwas able to try out the course based on my requirements (PET3) - I believe the platform is competent to provide me with high-quality courses (T01) - Ibelieve the platform is trustworthy (T02) - I believe the platform will provide courses that align with their introduction (T03) -_ Ibelieve the paid courses ơn the platform are reliable (T04) - Performance expectation - Texpect that paid courses could improve my efficiency of learning or work (PEE1) - Texpect that paid courses could improve my ability to solve problems (PEE2) - Texpect that paid courses could improve my knowledge reserve for future use (PEE3) - Purchase intention - Ifnecessary, I will consider purchasing a paid course to study in the future (IP 1) - Itis likely that I will purchase paid courses in the future (IP2) - Tam willing to learn paid courses to improve myself (IP3) 1.
Research sample and scope: 1. Research sample: Students’ who took online academic courses. 145 people were asked to do the survey. After the cleaning process, 135 answers were qualified for further analysis.
Research scope: Time: Our group carries out the project as the final exam on Customer Behavior in the first semester of 2023 to study the factors that affect the intentions of students when buying and taking online academic courses. From there, understand the relationships between these factors and how they interact to affect students’ purchasing decisions, and then give suggestions to improve the quality of online education and make it more accessible to diverse students. Space: Conduct surveys with students that have taken online courses. CHAPTER II: THEORETICAL BASIS 2.
Literature review Online learning and paid courses Some famous knowledge payment platforms (for example, Coursera, Google Garage, LinkedIn Learning, and others) provide a variety of online courses aimed at improving professional knowledge or abilities (e. programming and development, products and operations, language learning, vocational examination, and other fields). Therefore, buyers struggle to evaluate the performance of the intangible course product. According to Peinkofer (2016), perceived performance might act as a confirmation of expectations and affect customer behavioral intentions.
According to social learning theory (Cai 2020), the process of evaluating a course product before purchase may be the expectation formation process. Mechanisms and factors influencing purchase intention toward OPCs Despite the rising relevance of the paid knowledge market, few studies have lately looked at the elements that impact consumer purchase intent for online paid knowledge, utilizing theories such as trust theory (Zhao et al., 2018), information foraging theory (Shi et al., 2020), and so on. Most notably, there is currently a scarcity of research on the factors that influence the purchase intentions of OPCs. Taking into account the learner's motivation for OPCs, result expectancies as a mechanism, with performance expectation being one of the most important, have the potential to affect purchase intention.
Particularly, the performance of the course product impacts the learning performance, which leads to an effect on extrinsic incentive for purchase (i. attaining personal goals that are separable from the purchase). Second, the predicted level of course product performance may provide important information about whether students believe the course is of high quality. According to Cai et al.
(2020), an online consumer's decision to purchase a course may be impacted by personal expectations about the course's product quality (. The trust mechanism has also been used in the online paid knowledge context, where trust beliefs are classified into three characteristics (ability, kindness, and integrity) that influence online users’ payment decisions (Zhao et al.