This study reports the interrelationship between students’ satisfaction on five aspects of blended learning and their performance. The five aspects are satisfaction on course content, course design, course handbook, online discussion, and assessment. Data from a student evaluation exercise held in July 2010, involving 2719 students from 12 business courses taught in blended format at a Singapore University were used for this study. As part of the evaluation exercise, students had responded to a 15-item questionnaire at the end of their course. Validity and reliability of the questionnaire was found to be satisfactory. Path analysis was used to test a causal model of the five factors and student grades. In the causal model, satisfaction on course content, design and guide were considered as input elements, satisfaction on online discussion and assessment as process elements, and student grade as output element. The hypothesized model was that the input elements influenced the process elements which in turn determined the output element. The results showed that the three input elements had only an indirect effect on the grades. Of the two process elements; satisfaction on assessment had a direct influence on the course grades but only explained 1.3% of the variance in grades. Satisfaction on assessment was in turn positively and directly influenced by course content, course design and online discussion. These three factors explained 71.3% of the variance in assessment. This study for the first time extends beyond correlation studies on student satisfaction and student performance and reports the causal effect of student satisfaction on their performance in blended learning curricula.
|Keywords:||Blended Learning, Higher Education, Student Satisfaction, Student Performance|
Lecturer, Teaching and Learning Centre, SIM University, Singapore, Singapore
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