Academic Articles -- ޢިލްމީ ލިޔުންތަކުގެ ޖަމާ
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Item The sustainability of corporate e-training programmes : a conceptual paper(The Maldives National Journal of Research, 2025-07) Senadheera, Sadss; Yatigammana, Kaushalya; ސަދްސް ސެނަދީރާ; ކައުޝަލްޔާ ޔަތިގައްމަނާThis review focuses on the sustainability of corporate e-training programs in Sri Lanka and the Maldives. The increasing adoption of electronic training across diverse industries worldwide is driven by factors such as cost-effectiveness, time efficiency, and easy access to learning resources. A key advantage is the ability to effectively align resources for employees dispersed across different locations within the same organization. However, despite these benefits, the literature highlights several challenges in aligning employees with e-training platforms. These challenges include employees’ technology self-efficacy and technology-related anxiety. Additionally, research suggests that cultural differences across countries could significantly impact the sustainability of these e-training programmes. The approach highlights how cultural differences influence organisational perspectives on employee development and e-training adoption. The literature review was conducted using databases including SAGE, Emerald, Elsevier, and Google Scholar. The objective of this review is to identify the influencing factors for the sustainability of e-training programs. In the proposed conceptual framework, the sustainability of e-training is identified as the dependent variable. Technology self-efficacy serves as the independent variable, while cultural aspects function as a moderating variable. Additionally, technology anxiety acts as a mediating variable influencing the relationship between technology self-efficacy and the sustainability of e-training. The findings suggest that technology self-efficacy, anxiety, and cultural variation are critical determinants of e-training sustainability. Future research can expand on these relationships and test the framework empirically.Item އިސްލާމީ އަޚްލާޤުގެ އިންތައް ދެނެގަތުމުގެ މުހިންމުކަން(Mihaaru, 2016-11-18) ޑރ. ސަޢުދުﷲ ޢަލީ; Ali, SaudhullaItem ޖަރީމާތައް ހުއްޓުވުމަށް އިސްލާމް ދީން ހުށަހަޅާ މަންހަޖު(މިހާރު, 2018-01-20) ޑރ. ސަޢުދުﷲ ޢަލީ; Ali, SaudhullaItem އިސްލާމީ މުޖުތަމައުގައި އޮންނަން ޖެހޭނީ ސަލާމަތާއި އަމާންކަން(މިހާރު, 2018-02-09) ޑރ. ސަޢުދުﷲ ޢަލީ; Ali, SaudhullaItem ހަދިޔާގެ ނަމުގައި ވިއަސް ރިޝްވަތު ހަރާމް ވާނެ(މިހާރު, 2019-03-22) ޑރ. ސަޢުދުﷲ ޢަލީ; Ali, SaudhullaItem ﷲ އަށްޓަކައި އިންސާނާ އަދާކުރަންޖެހޭ ހައްގުތައް(މިހާރު, 2018-04-13) ޑރ. ސަޢުދު الله ޢަލީ; Ali, SaudullahItem ރިވެތި އަޚުލާގު ދެމެހެއްޓުމަށް އީމާންތެރިކަން ވަރަށް މުހިންމު(މިހާރު, 2017-06-19) ސަޢުދުﷲ ޢަލީ; Ali, SaudhullahItem ސާފުތާހިރުކަން ހިމެނެނީ އީމާންކަމުގެ ތެރެއިން(މިހާރު, 2016-08-01) ސަޢުދުﷲ ޢަލީ; Ali, SaudhullahItem ތަގުވާ އާއި ތަޒުކިޔާ ހާސިލުވިތޯ ކަށަވަރު ކުރުން(މިހާރު, 2025-03-28) ސަޢުދުﷲ ޢަލީ; Ali, SaudhullahItem Effects of home factors and students’ classroom participation on the academic performance of senior secondary schools’ students in Lagos, Nigeria(The Maldives National University, 2024) A. Adesoji Oni; Titilayo Soji-On; އ. އަޑެސޮޖި އޮނި; ޓިޓިލަޔޯ ސޮޖި-އޮންHome factors entail the objects, materials, parents, siblings, peers, and social life that exist in the home in which the students find themselves. All the variables in the home that affect a child’s existence, behaviour, and performance constitute the home environmental factors, while student achievement refers to the extent to which a learner has attained their short- or long-term educational goals. Individual differences in academic performance are strongly correlated with differences in personality and intelligence. The study examined the effects of home factors and students’ classroom participation on the academic performance of senior secondary schools in Lagos, Nigeria. Consequently, four research questions and three hypotheses were formulated to guide the study. The study was limited to Education District I of Lagos, Nigeria. The study adopted the descriptive survey research design, using a self-constructed questionnaire to collect data from secondary school teachers and students. The validity of the instrument was established by experts in sociology of education and measurement and evaluation, while the researchers administered the instrument to 30 students not involved in the main sample for pilot testing. The reliability correlation coefficient index obtained was 0.78. The data collected were analysed using simple percentage, t-test, Chi-square, and Pearson Product Moment Correlation Coefficient methods of statistical analysis. These statistics were used to demonstrate whether the variables are correlated or related. The findings of the study revealed that students’ home factors affect their academic performance; teachers and the students have different perceptions of the relevance of home factors; and that a significant relationship exists between home factors and students’ classroom participation. The study therefore concluded and recommended that education should be mounted for parents in our formal and non-formal education programmes in order to educate parents on their roles as parents in the education of their wards.