




































American International Journal of Education and Linguistics Research 

Vol. 4, No. 1; 2021 

ISSN 2641-7987   E-ISSN 2641-7995 

Published by American Center of Science and Education, USA 

 

51 

 

ENROLLMENT READINESS AMONG THE PARENTS OF 

MADRASAH GOING CHILDREN WITH E-LEARNING 

FACILITIES IN MAIZBHANDAR AHMADIYYA EMDADIA 

MADRASAH, CHATTOGRAM, BANGLADESH 
 

 

Mejbaul Alam Bhuiyan 

Lecturer 

Department of Management 

Nanupur Laila Kabir University College, Bangladesh 

Associate Member 

Darul Irfan Research Institute (DIRI), Bangladesh 

E-mail: tasauf.darulirfan@gmail.com 

 

Shahjada Syed Irfanul Hoque 

Managing Trustee 

Darul Irfan Research Institute (DIRI), Bangladesh 

Nayeb Sajjadah Nasheen 

Gausia Ahmadia Manzil, Maizbhandar Darbar Sharif, Fatikchhari, Chattogram, Bangladesh 

E-mail: tasauf.darulirfan@gmail.com 

 

Arif Kaisar Mizan 

Student 

Institute of Education & Research (IER) 

University of Chittagong, Bangladesh 

Associate Member 

Darul Irfan Research Institute (DIRI), Bangladesh 

E-mail: tasauf.darulirfan@gmail.com 

 

 

ABSTRACT 

During the Covid-19 pandemic, madrasahs of rural areas in Bangladesh are unable to conduct 

regular curricular activities in person. Despite government encouragement very few institutions 

have introduced online classes; madrasahs of rural areas have faced challenges to introduce 

online classes due to the lack of technological facilities and their uses. However, if the parents 

are not ready to accept ICT to use in educational purpose, they will not be interested in 

enrolling their children in those Madrasahs which have encouraged online education. This 

study aims to measure the factors behind the enrollment readiness among the parents of 

madrasah going children to Maizbhandar Ahmadiyya Emdadia Madrasah in Chattogram 

district of Bangladesh. In line with the quantitative approach, researchers developed an close-

ended questionnaire based on four variables of the Technology Acceptance Model (TAM), 

namely, Perceived Usefulness (PU), Perceived Ease-of-Use (PEOU), Intention to Use (IU) and 

Usage Behavior (UV). Therefore, the findings of this research will show how enrollment in 



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rural areas can be increased to facilitate ICT-enriched classrooms. In addition, the findings will 

lead the researchers and policy makers to investigate the technological acceptance of the 

teachers and students of rural madrasahs for the advancement of the madrasah education 

system. 

  

Keywords: e-learning, Technology Acceptance Model, Enrollment Readiness, Madrasah 

Education System, Covid-19 pandemic 

 

INTRODUCTION 

Educational establishments in most countries around the world are closed to prevent the spread 

of the corona pandemic. An estimated 850 million children and young people representing 

almost half of the student population in 102 countries globally have been affected (UNESCO, 

2020). The Govt. of the People's Republic of Bangladesh has conjointly declared the closure of 

all sorts of academic establishments from 17th March 2020 and that remains in effect (October 

2020). As a result, the traditional learning method of Madrasah (Religious School) students like 

different students is being discontinuous. Meanwhile, the Govt. of Bangladesh is conducting an 

internet based mostly programme known as “Amar Ghore Amar Madrasah (Religious  School  

in my House)” for Madrasah students with the assistance of Access to Information  (a2i) 

through national television. At identical time, the govt. is encouraging all academic 

establishments to start out online categories in their own method. 

 

Problem Statement 

The present development-oriented government has created a separate Department of Madrasah 

Education (DME) to modernize Madrasah education with due importance. Under which a 

project is being implemented to set up multimedia classrooms in 653 madrasahs of the country 

for imparting better education (a2i, 2017). According to Gebisa (2019) there is a vast distinction 

in technology and infrastructure facility between a developed country and developing one. So, 

these infrastructures are absolutely inadequate to deal with the current Corona situation. In this 

situation, “Maizbhandar Ahmadiyya Emdadia Madrasah” of Fatikchhari upazila of Chattogram 

district has been conducting online education activities since April 2020, keeping the 

conventional instructional activities of the Madrasah students high and preventing them from 

dropping out. However, because the instructional activities are conducted in a very remote space 

of Chattogram, some unforeseen complications are being long-faced. The Low financial gain of 

parents is one amongst them. In this regards, UNESCO reports (2020) have argued that this may 

be quite challenging for parents with low socio-economic status (SES) (Amanor-Mfoafo & 

Dowuona, 2020). Household Income Expenditure Survey says that 8.4 million students’ 

families live below the poverty level (Emon et al., 2020). About 67 percent of the people in 

Bangladesh have access to the internet and about 92 percent of them use mobile data (BTRC, 

2020). But according to Sohail (2020) “Internet connectivity remains infrequent in many parts 

of Bangladesh during certain parts of the day.” The price of the internet and the minimum 

needed gadgets for collaborating in online classes is additionally one the far side reach of most 

of the students in Bangladesh (Azad, 2016). In addition, unconsciousness and neutrality within 

the use of technology, lack of content knowledge and pedagogy among parents, lack of training 

and support etc, these online based educational activities are gaining momentum. 

 

 



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Research Objectives 

On the above circumstances, the present study aims 

 To identify the usefulness of technology-based education system in remote areas; 

 To find out the availability of technology-based education system in remote areas; 

 To study the interest of parents in the use of technology; 

 To explore the activism of parents in the use of technology in the madrasah education 

system; 

 To analyse the readiness of parents in a technology-based education system. 

 

Research Questions 

The study questions are as follows: 

 How useful is this technology based education system in remote areas? 

 How can the technology based education system be made available in remote areas? 

 How interested are the parents in using technology in the madrasah education system? 

 How active are the parents in using technology in the madrasah education system? 

 What is the readiness of parents in implementing this technology based education 

system? 

 

An Introduction to the Method 

It is to be noted that a survey was conducted on 20th September 2020 in the above mentioned 

madrasah (Religious School) through Quantitative methodology. Researchers developed an 

close-ended questionnaire based on four variables of the Technology Acceptance Model 

(TAM), namely, Perceived Usefulness (PU), Perceived Ease-of-Use (PEOU), Intention to Use 

(IU), Usage Behavior (UB), and Enrollment Readiness (DU). Wherever 32 parents of the 

students finding out in several categories of this madrasah participated and expressed their 

views on what quantity they are aware, interested, active etc. towards this technology based 

education system. 

 

Contribution to the Literature 
During now of Corona pandemic, online education initiatives taken by public and personal 

enterprises have led to a positive and groundbreaking amendment within the field of education. 

Since, students reside in internment at this time; in addition, many of them are less aware of the 

use of technology in education.  Therefore, the role of parents is important to make the students 

interested and active in this method. But so far, the question is how ready the parents are to 

adopt this method. Therefore, during this study, an attempt has been created to point out what 

proportion the parents of the students in the remote areas, particularly those finding out in 

Madrasahs, are prepared and inquisitive about taking on these technology-based academic 

activities. Makes an attempt have conjointly been created to present future researchers and 

policy manufactures a transparent plan of what different steps will be taken to more accelerate 

the effectiveness of this approach. 

 

Overall Structure of the Paper 

The paper is arranged in the following manner: In the next chapter, we first look at the 

Literature Review, which discusses the theoretical structure and research framework of the 

study. In the next step, we present our methodological approach to answer the questions. The 

results of the study have been formatted through relevant discussions by analysing through 



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54 
 

tables and graphs in the Result section. In the final section, summaries and limitations of the 

study are identified as well as recommendations for future researchers are presented.  

 

LITERATURE REVIEW 

Coronavirus Pandemic (Covid-19) 

The first case of Coronavirus disease (Covid-19) was identified in late December 2019; 

following a rapid escalation in early 2020, it was declared a public health emergency of 

international concern at the end of January, and a Pandemic on 11 March, by the WHO (Pain & 

Devereux, 2020).  Then a global pandemic unfolds in various ways in numerous countries. In 

Bangladesh, the primary 3 identified cases of Covid-19 were reported on 8 March 2020. On 22 

March, a 10-day termination effective from the 26th of the month was declared; after the 

government asked the military to enforce social distancing strictly, with groups of troopers 

deployed across the country, an effort the streets empty within the capital Dhaka and most edge 

retailers closed. Records on Covid-19 in Bangladesh as of the 19th of October 2020 indicated 

the following: number of positive cases: 390,206; recovered cases: 305,599; deaths: 5,681, 

hotline: 21.8 million (WHO, 2020). Thus, the number of infections is increasing every day, and 

new cases are being recorded. In this situation, everyone is uncertain about when the 

educational institutions will be re-opened. 

 

Madrasah Education System 

“In Bangladesh, Madrasah education is one of the running education systems, which operates all 

over the country, recognised by the government, and accepted by the public” (Al-hasani, 2019). 

According to  report of BEI (2011) “From primary to post-graduate levels, there are about 

37,000 madrasahs in the country with a total of 3,340,800 students and 230,732 teachers.” Two 

systems of Madrasah education are currently running in Bangladesh. One is government control 

Aliyah Madrasah and another one is Qawmi (private body control) Madrasah (Al-hasani, 2019). 

The Madrasah education system in Bangladesh has been undergoing various changes since the 

1980s (Karim, 2018). And the last Education Policy 2010, the Bangladeshi government has 

decided to modernize the Madrasah education to match the students with the standard of general 

school students (Al-hasani, 2019). As a result, Madrasah is providing modern education parallel 

with religious education (Bano, 2011). Madrasah graduates both from state or private, have 

similar freedom to work taking all things together areas of government as per their particular 

fields (Karim, 2018).  

 

E-Learning 

With the rapid advancement of globalization, ICT has become highly complementary in 

information dissemination and national integration (Chinwendu, 2018). Therefore, ICT has 

become an integral part of every aspect of human life. “E-learning is an educational method that 

aims to provide educational or training programs for students or trainees at any time and at any 

place using information and communication technology (ICT). Through e-learning, learners can 

access resources and information from anywhere and at any time.” (Al-araibi et al., 2018). 

 

Parents’ Readiness 

According to the Social Cognitive theory Bandura (1991b) Ifeoma et al. (2019) suggests, 

“Students’ behaviors could be positively impacted through the formidable code of conducts, 

creating a friendly learning environment.” The role of parents is paramount in creating such a 



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friendly learning environment in technology based education. According to Garbe et al. (2020), 

since most parents are not accustomed to these new and unfamiliar rules of online education for 

their children, they often have to struggle to understand them. Therefore, parental readiness is 

very important in the successful implementation of online education. To make the study more 

effective, the authors analysed Enrollment Readiness in light of the following levels: learner 

readiness, cultural readiness, technical readiness, and environmental readiness (Ministry of 

Energy, Water and Communications & Open University, 2004).  

 

Technology Acceptance Model 

In 1989, Fred Davis proposed the Technology Acceptance Model (TAM). This model has been 

used the most in the last few decades among the models used to determine the Technology 

Acceptance of the users. So according to Adetayo et al. (2020), “TAM was adjudged to be 

simple, easy to use and more powerful in modeling the determinants of user acceptance of 

information technology.” TAM introduces two significant factors: the first factor is perceived 

usefulness (PU) and another factor is perceived ease of use (PEOU) (Davis, 1989). “The author 

defined PU as the degree to which a person believes that using a particular system would 

enhance his or her job performance. More so, PEOU was defined as the degree to which a 

person believes that using a particular system would be free from effort” (Nkpurukwe et al., 

2020). Note that on the basis of this model, the authors have established a conceptual framework 

by introducing the following two more factors: Intention to Use (IU), Usage Behavior (UV).  

 

RESEARCH FRAMEWORK 

In order to answer the research questions, the research framework, as illustrated in Figure 1 

     

Independent Variable (IV) Dependent Variable (DV) 

   

   

   

 

                                      

   

 

 

 

Figure 1. Research framework 

 

 

METHODOLOGY 

Participants 

On September 20, 2020, a Parents’ Meeting was organised at “Maizbhandar Ahmadiyya 

Emdadia Madrasah” in Fatikchhari upazila of Chattogram district, where 25 female guardians 

and 7 male guardians were present. Table 1 seeks to clarify the age of the parents and when they 

started using the internet. 

  

 

 

Perceived Usefulness 

(PU) 

Intention to Use 

(IU) 

Enrollment Readiness 

(ER) 

Perceived Ease-Of-

Use 

(PEOU) 

Usage Behavior 

(UB) 



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Table 1. The age of the participants’ and the duration of their internet use 

 

Gender of the 

Participants 

Started Using Internet Total 

0-6 

month

s 

1-2 

years 

3-4 

years 

5-6 

years 

7-10 

years 

11-15 

years 

Female Age 

in 

year 

16-20 0 0 1 0   1 

21-25 1 0 0 0   1 

26-30 0 4 1 1   6 

31-35 1 1 0 2   4 

36-40 1 0 2 0   3 

41-45 1 3 0 0   4 

46-50 2 2 1 0   5 

51-55 1 0 0 0   1 

Total 7 10 5 3   25 

Male Age 

in 

year 

21-25 0 0 0 0 1 0 1 

41-45 0 0 0 1 0 1 2 

46-50 1 0 0 1 0 0 2 

51-55 0 1 1 0 0 0 2 

Total 1 1 1 2 1 1 7 

 

Data Collection 

In the reality of Covid-19 pandemic, the meeting asked how acceptable and effective the 

technology is as an alternative to traditional education activities. Researchers developed the 

primary eight questions based on four variables of Technology Acceptance Model (TAM). The 

next four questions are introduced according to the Enrollment Readiness.  

 

Data Analysis 

The collected data have been analysed by Statistical Package for the Social Science (SPSS 

version 25.0), where twelve questionnaires have been analysed. In particular, descriptive 

statistics, crosstabs analysis and correlations have been used in this analysis.  

 

Procedure 

In this case, researchers have used Quantitative Research Design, since “Quantitative Research 

establishes statistically significant conclusions about a population by studying a representative 

sample of the population (Creswell John W., 2003). Experimental Research is one of the few 

types of Quantitative Research Design. According to Campbell & Stanley (1963), Experimental 

Research tests the accuracy of a theory by determining if the independent variable(s) (controlled 

by the researcher) causes an effect on the dependent variable (the variable being measured for 

change). Therefore, at the beginning of this process we have considered four variables of 

Technology Acceptance Model (TAM) as independent variables. Then, during this period of 

Covid-19 pandemic, Enrollment Readiness among the parents has been covered by the 

dependent variable. Finally, to find out how these independent variables have affected the 

dependent variable, researchers have developed a close-ended questionnaire. 

 



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RESULTS 

Parents’ opinions have been analysed according to the 5-Point Likert scale.  

A B C D E 

Strongly 

disagree 

(Percentage) 

Disagree(P

ercentage) 

Neither agree nor 

disagree (Percentage) 

Agree 

(Percentage) 

Strongly agree 

(Percentage) 

 

Table 2. Feelings of parents based on Independent Variables 

 

Variables Feelings of the participants Percentage 

Perceived 

Usefulness 

This technique has increased the child’s reading skills. 90.85 

The method is extremely dynamic. 84.85 

Perceived Ease-

Of-Use 

It seems also easier than conventional learning activities. 90.85 

This method has created the child’s learning process easier. 81.7 

Intention to Use It increases an interest to the lesson. 90.9 

It increases attention to the lesson. 81.75 

Usage Behavior Children are continually active during this teaching. 67.45 

Children’s participation has led a modification in their reading 

habits. 

86.9 

 

The first two queries asked parents how useful this technology-based education system 

appears to them. It is clear from table 2 that about 90.85 percent of parents said that this 

technique has increased their children’s reading skills. At the same time, about 84.85 percent of 

them suppose that the method is extremely dynamic.  

The next two questions are regarding the ease-of-use of this education system. From table 2, we 

find that to 90.85 percent of parents, it seems also easier than conventional learning activities. 

Additionally, about 81.7 percent of parents admit that this method has created the children’s 

learning process easier. 

Then the next two queries were to understand the intention to use this method. In the 

light of table 2, we are able to say that approximately 90.9 percent and 81.75 percent of parents 

reported an increase in interest and attention to the lesson as a result of this approach, severally.  

Next, the researchers asked the parents what their children’s behavior was towards this 

methodology. About 67.45 percent of parents are of the opinion that their children are 

continually active during this teaching. Again, about 86.9 percent of parents feel that their 

children’s participation in this method has led a modification in their reading habits, that we 

have got taken the opportunity for instance well within the table above. 

 

Table 3. Feelings of parents based on Dependent Variable 

 
Enrollment Readiness Feelings of the participants (Percentage) 

Learner readiness 90.85 

Cultural readiness 85.70 

Technical readiness 69.70 

Environmental readiness 88.85 



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From table 3, we found that about 90.85 percent of parents agreed that children can learn 

more in less time during this education system. In addition, this technique is evident and 

graspable to about 85.70 percent of parents and about 69.70 percent of parents provide their kids 

with the mandatory devices to assist them participate during this activity. Additionally, about 

88.85 percent of parents feel that their children’s participation in this method has led a positive 

attitude towards the internet. 

 

Table 4. Correlations among variables 

 

 

 
Correlations 

Perceive 

Usefulnes

s 

Perceived 

Ease-Of-Use 

Intentio

n to Use 

Usage 

Behavio

r 

Enrollmen

t 

Readiness 

Perceived 

Usefulness 

Pearson 

Correlation 

1 .389
*
 .582

**
 .384

*
 .258 

Sig.(2-

tailed) 

 .028 .000 .030 .154 

N 32 32 32 32 32 

Perceived 

Ease-Of-

Use 

Pearson 

Correlation 

.389
*
 1 .210 .243 .302 

Sig.(2-

tailed) 

.028  .248 .180 .094 

N 32 32 32 32 32 

Intention 

to Use 

Pearson 

Correlation 

.582
**

 .210 1 .600
**

 .451
**

 

Sig.(2-

tailed) 

.000 .248  .000 .010 

N 32 32 32 32 32 

Usage 

Behavior 

Pearson 

Correlation 

.384
*
 .243 .600

**
 1 .552

**
 

Sig.(2-

tailed) 

.030 .180 .000  .001 

N 32 32 32 32 32 

Enrollmen

t 

Readiness 

Pearson 

Correlation 

.258 .302 .451
**

 .552
**

 1 

Sig.(2-

tailed) 

.154 .094 .010 .001  

N 32 32 32 32 32 

*. Correlation is significant at the 0.05 level (2-tailed). 

**. Correlation is significant at the 0.01 level (2-tailed). 

 

 Here the authors have tried to determine the relationship between 

Enrollment readiness and the above four independent variables. The relationship was analysed 

using Pearson product-moment correlation coefficient. From the above table it is clear that there 



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is a moderately positive relationship of independent variables with Enrollment readiness and it 

is statistically significant.  

 

DISCUSSIONS 

Overall, in this reality of Covid-19 pandemic, the nature of madrasah education system in 

Bangladesh has been analysed in this study. It is clear from the above study that there is no 

substitute for the readiness of all parents to make this technology based education system 

effective. Therefore, the study was conducted with the help of parents of madrasah students in a 

remote area of Chattogram district in Bangladesh. It is a matter of great pleasure that the 

positivity and satisfaction of the parents in this regard is well reflected in the study. However, 

the authors have deeply realised that it is possible to bring more fulfillments to the initiative by 

adopting some more action plans. 

 Farhana et al. (2020) suggested that it is difficult to conceive a vigorous pedagogy 

without any plain activities. Therefore, it takes time to make parents more aware and active in 

implementing this sophisticated learning method. In addition, if the Government of the People's 

Republic of Bangladesh is committed to keeping the price of online education materials such as 

smart phones, computers, laptops, etc. within the reach of the people, there is no doubt that these 

educational activities will be further accelerated. Similarly, if uninterrupted, dynamic and 

affordable internet service can be ensured in the whole of Bangladesh including remote areas, 

this method can be expected to be more effective and efficient. 

Some limitations were observed as the study was conducted in a short period of time and 

in a short range. First, the study presents data on the only one madrasah in a remote area of 

Bangladesh. That is, the sample size of the study was limited. Therefore, in the future, if 

research activities are conducted for a longer period of time and on a wider scale, more subtle 

and rich ideas can be found in this regard. 

Subsequently, there was a disproportionate disparity in the numerical approach between 

the female and male parents participating in the study. In addition, some parents lack the 

necessary online learning materials which bring some incompleteness in the analysis of the 

views of all parents. Therefore, for higher research in this area, it is necessary to ensure equal 

participation of men and women and ensure the necessary devices for all. 

Above all, in the socio-economic context of Bangladesh, we are facing various problems 

in conducting these technology based education activities. Yet, in the light of this study, it is 

easily conceivable that we will soon see a hundred percent successful implementation of this 

method, by solving all the problems, leaving all the narrowness behind. 

 

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                  www.acseusa.org/journal/index.php/aijelr            American International Journal of Education and Linguistics Research     Vol. 4, No. 1; 2021 

 

 

62 
 

APPENDICES 

Appendix A: Survey Questionnaire 

Here the authors have considered four factors of Technology Acceptance Model (TAM) namely 

Perceived Usefulness (PU), Perceived Ease-Of-Use (PEOU), Intention to Use (IU), Usage 

Behavior (UV) as independent variables and have developed two questionnaires for each 

variables. In addition, they have generated four questionnaires for Enrollment Readiness as 

dependent variable. 

 

Variables   Questionnaires Feelings of the 

Participants’ 

A B C D E 

Perceived 

Usefulness 

(IV) 

As a result of participating in online learning 

activities, my child's reading skills have improved. 

     

As a result of participating in online learning 

activities, my child's learning process will be much 

faster. 

     

Perceived 

Ease-Of-

Use 

(IV) 

Teaching and learning in online learning activities is 

easier than traditional learning activities. 

     

Participating in online learning activities has made 

my child's learning process much easier. 

     

Intention to 

Use 

(IV) 

Participating in online learning activities has 

increased my child's interest in lessons. 

     

My child pays full attention to the lessons during the 

online learning activities. 

     

Usage 

Behavior 

(IV) 

My child enjoys participating in online learning 

activities and is always active. 

     

My child's curriculum has changed for the better 

since participating in online learning activities. 

     

Enrollment 

Readiness 

(DV) 

As a result of participating in online learning 

activities, my child is able to learn more in less time. 

     

The concept of online learning activities has become 

clear and understandable to me. 

     

Giving the child the necessary devices to participate 

in online learning activities, I am always interested. 

     

Participating in online learning activities has created 

a positive perception of my child towards the 

internet. 

     

 

 

Copyrights  

Copyright for this article is retained by the author(s), with first publication rights granted to the 

journal. This is an open-access article distributed under the terms and conditions of the Creative 

Commons Attribution license (http://creativecommons.org/licenses/by/4.0/). 

 

 


