Measuring E-Learning Antecedents in The Context of Higher Education through Exploratory and Confirmatory Factor Analysis

The aim of this study is to develop a reliable and valid instrument for assessing the e-learning antecedents through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The questionnaire used in this study was adapted and modified using a 7-point Likert scale and validated by eight e-learning experts. A pilot test with 102 responses was conducted using a cross-sectional design, and the data were analyzed using EFA in SPSS version 29. The results showed that the factor loadings for all construct items exceeded the threshold of 0.5. Furthermore, Bartlett's test of sphericity was highly significant (p < .001), and the Kaiser-Meyer-Olkin (KMO) measure for sampling adequacy was 0.896, indicating an excellent sample size. Subsequently, 1,092 responses from the field study were analyzed using CFA with AMOS version 28. The results confirmed that the instrument met all CFA criteria, demonstrating its robust reliability in assessing the e-learning antecedents in the context of higher education. This study contributes to the existing body of knowledge by offering a comprehensive overview of the EFA and CFA methodologies, leading to the development of a reliable measurement. Finally, it recommends that future research employ alternative analytical tools to evaluate the instruments used in this study and compare the findings with the conclusions drawn.