| Hypothesis | Tested Relationship | Result |
| H1 | The student’s faculty type has an influence on Moodle perceived usefulness. | Supported |
| H2 | The student’s faculty type has an influence on Moodle perceived ease of use. | Supported |
| H3 | The level of student’s academic year has an influence on Moodle perceived usefulness. | Supported |
| H4 | The level of student’s academic year has an influence on Moodle perceived ease of use. | Not supported |
| H5 | The degree of student’s GPA has an influence on Moodle perceived usefulness. | Supported |
| H6 | The degree of student’s GPA has an influence on Moodle perceived ease of use. | Not Supported |
| H7 | The number of previously E-learning courses has an influence on Moodle perceived usefulness. | Supported |
| H8 | The number of previously E-learning courses has an influence on Moodle perceived ease of use. | Supported |
| H9 | The student’s skills on computer and internet affect positively on Moodle perceived usefulness. | Not supported |
| H10 | The student’s skills on computer and internet affect positively on Moodle perceived ease of use. | Supported |
| H11 | The student’s difficulty reading from computer screen affect negatively on Moodle perceived usefulness. | Not Supported |
| H12 | The student’s difficulty reading from computer screen affect negatively on Moodle perceived ease of use. | Supported |
| H13 | The Perceived ease of use affects positively perceived usefulness of Moodle. | Supported |
| H14 | The Perceived ease of use affects positively on attitude towards using Moodle. | Supported |
| H15 | The Perceived usefulness affects positively on attitude towards using Moodle. | Supported |
| H16 | The Perceived usefulness affects positively on behavioral intention to use Moodle. | Supported |
| H17 | Attitude towards using affects positively on behavioral intention to use Moodle. | Supported |
| H18 | Behavioral intention to use affects positively on actual using Moodle. | Supported |