A comparative analysis of blended learning and traditional instruction: Effects on academic motivation and learning outcomes.

Autor: Shoukat R; School of Education, Soochow University, Suzhou, P.R. China., Ismayil I; School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing, P.R. China., Huang Q; School of Education, Soochow University, Suzhou, P.R. China., Oubibi M; Smart Learning Institute of Beijing Normal University, Beijing, P.R. China., Younas M; School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing, P.R. China., Munir R; School of Statistics, Jiangxi University of Finance and Economics, Nanchang, P.R. China.
Jazyk: angličtina
Zdroj: PloS one [PLoS One] 2024 Mar 04; Vol. 19 (3), pp. e0298220. Date of Electronic Publication: 2024 Mar 04 (Print Publication: 2024).
DOI: 10.1371/journal.pone.0298220
Abstrakt: The correlational research study aims to examine how blended learning affects academic motivation and achievement. The objectives of the study are to assess students' opinions on the current level of blended learning, teachers' practice of blended instruction, the benefits of blended learning, its impact on academic motivation and learning outcomes, and factors influencing blended learning to determine how instructors' methods influence students' academic motivation and learning results. The study includes all Bachelor of Science students from various public and private institutions in the Faisalabad Division. Quantitative data from 400 students were collected from four selected institutions. A closed-ended, customized 5-point Likert scale questionnaire was used to collect data. The reliability of the questionnaire was confirmed through expert comments and pilot testing, with a reliability score of (= .97). Data were collected via Google Forms and researcher visits. Descriptive and inferential statistics were employed to analyze the collected data and answer the research questions. The findings of the study indicate that students somewhat agreed with the current blended learning environment, and strongly agreed with variables such as instructors' blended instruction techniques, the benefits of blended learning, and factors influencing blended learning. Blended learning had statistically significant positive effects on academic motivation and learning outcomes. The findings suggest improving the blended learning environment and instructors' blended education methods to enhance university students' academic motivation and learning outcomes.
Competing Interests: The authors have declared that no competing interests exist.
(Copyright: © 2024 Shoukat et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)
Databáze: MEDLINE
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