Causal Model of Budget Allocation Factors Affecting Online Learning

Abstract

Online learning is a form of distance education that allows learners to interact with technology and virtual classrooms. It is a popular and beneficial method of learning, especially when learners can access it properly. One advantage of online learning is that learners can study topics of personal interest or learn from experts who are far away. Additionally, the recent COVID-19 situation has highlighted the importance of online learning. However, to make online learning more accessible to all learners, one key factor is the allocation of budget towards online education.The objective of study is to examine the Structural Equation Modeling (SEM) with empirical data for factors related to the allocation of budget for online learning. The research uses a mixed-method approach, combining in-depth interviews and quantitative research through statistical analysis, along with the synthesis of related studies and the application of a conceptual framework summarizing key points from New Public Financial Management (NPFM).The research tool used in this study is a questionnaire. The sample group consists of individuals working in the public sector, specifically those involved in the allocation of educational budgets for schools under the Office of the Basic Education Commission (OBEC). This includes both policymakers and those responsible for implementing the policies.Data analysis was conducted using Structural Equation Modeling (SEM). The results of the study, based on SEM analysis with empirical data, identified six key factors in the budget allocation that impact online learning. These factors include leadership, planning, reporting, controlling, coordination, and successful management encompassing the budget allocation for online learning.The seven hypotheses, the overall goodness of fit results align with the hypotheses and empirical data.