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The results of the research hypotheses tests revealed that the model of the vocational instructors’ acceptance of online instruction, according to the developed hypotheses, was consistent with the empirical evidence.

Figure 2 The results of the research hypotheses tests revealed that the model of the vocational instructors’ acceptance of online instruction, according to the developed hypotheses, was consistent with the empirical evidence.

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Table 1. Examples of studies on applications of TAM
Table 1. Examples of studies on applications of TAM
Table 2. Results of Analysis of Vocational Instructors’ Data
Table 2. Results of Analysis of Vocational Instructors’ Data
The result of the analysis of the model of vocational instructors’ acceptance of online instruction was conducted according to the relevant concepts and theories, in terms of goodness-of-fit with the empirical evidence. When the goodness-of-fit index was not found to be consistent with the empirica evidence, the model was modified according to the report of the modification index and the appropriacy and possibility of the concepts, theories and the relevant studies as shown in the mode modification. The analysis results revealed the following details. The result of the goodness-of-fit between the hypothesized model and the empirical evidence disclosed that the hypothesized mode was not consistent with the empirical evidence, in terms of goodness-of-fit, as follows: 1) X? = 3148.181, df = 203, P-value =.000 failed to meet the criteria, due to its value with statistica significance; 2) X*/ df = 15.508 failed to meet the criteria because its value was over 00.5; 3) RMSEA =.089 failed to meet the criteria because its value was over 0.08; and 4) GFI =.849 failed to meet the criteria because its value was less than . .900The results of the analysis of the model of vocationa instructors’ acceptance of online instruction are presented in Figure 1. Figure 1. Model of Vocational Instructors’ Acceptance of Online Instruction before Modification
The result of the analysis of the model of vocational instructors’ acceptance of online instruction was conducted according to the relevant concepts and theories, in terms of goodness-of-fit with the empirical evidence. When the goodness-of-fit index was not found to be consistent with the empirica evidence, the model was modified according to the report of the modification index and the appropriacy and possibility of the concepts, theories and the relevant studies as shown in the mode modification. The analysis results revealed the following details. The result of the goodness-of-fit between the hypothesized model and the empirical evidence disclosed that the hypothesized mode was not consistent with the empirical evidence, in terms of goodness-of-fit, as follows: 1) X? = 3148.181, df = 203, P-value =.000 failed to meet the criteria, due to its value with statistica significance; 2) X*/ df = 15.508 failed to meet the criteria because its value was over 00.5; 3) RMSEA =.089 failed to meet the criteria because its value was over 0.08; and 4) GFI =.849 failed to meet the criteria because its value was less than . .900The results of the analysis of the model of vocationa instructors’ acceptance of online instruction are presented in Figure 1. Figure 1. Model of Vocational Instructors’ Acceptance of Online Instruction before Modification
Table 3. Statistical Values Used to Evaluate Goodness-of-Fit Model of Vocational Instructors’ Acceptance of Online Instruction
Table 3. Statistical Values Used to Evaluate Goodness-of-Fit Model of Vocational Instructors’ Acceptance of Online Instruction
5.Discussion
5.Discussion
Related topics:
PsychologyVocational EducationMedicine
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