Examining the effect of blended learning on students' motivation and academic progress

Articles in Press

Document Type : Original Article

Author

Master's degree, educational psychology, Mazandaran University, Babolsar, Iran.

10.22034/jmbs.2024.454340.1202

Abstract

Introduction and purpose: The present research was conducted with the aim of investigating the effect of blended learning on the motivation and academic progress of students. This study evaluates students' opinions about the current level of blended learning, teachers' practices in the field of blended learning, its benefits, and its impact on motivation and learning outcomes. Due to the expansion of educational technologies and the need for new approaches in the teaching-learning process, blended learning has been proposed as a key strategy.

Methodology: The study included 400 students from four educational institutions in Karaj city and data were collected through Likert questionnaires and Google forms. The reliability of the questionnaire has been confirmed with a score of 0.97. These questionnaires included questions about learning experiences, intrinsic and extrinsic motivations, and students' assessment of the impact of blended learning on their academic performance.

Results: The findings showed that students agree with the current blended learning environment to some extent and blended learning has had positive and significant effects on academic motivation and learning results. Students have benefited from flexibility and access to diverse educational resources through blended learning.

Conclusion: It is suggested to improve the blended learning environment and the teaching methods of the instructors in order to increase the academic motivation and improve the learning results of the students. The development of self-leadership and self-regulation skills in students can be considered as an important goal in this approach.

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journal of motor and behavioral sciences

Articles in Press, Accepted Manuscript
Available Online from 26 April 2024

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