Analyzing Factors of Undergraduates’ Satisfaction in Blended Learning in Chengdu, China
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Purpose: The study investigates the influence of five independent variables (Teaching Presence, Information Quality, Self-Efficacy, Emotional Engagement, and Perceived Usefulness) on one dependent variable (Students’ Satisfaction) in blended learning. Research design, data, and methodology: The research employed the Index of Item-Objective Congruence (IOC) for validity and a Cronbach’s Alpha in a pilot test (n=30) for reliability. Eighty valid responses from students at Chengdu Normal University were analyzed by multiple linear regression to verify the significant relationship between variables. Following this, 30 students underwent a 14-week Strategic Plan (SP). Afterward, the quantitative results from pre-SP and post-SP were analyzed in the paired-sample t-test for comparison. Results: In multiple linear regression, the study revealed that teaching presence, information quality, self-efficacy, emotional engagement, and perceived usefulness significantly impacted students’ satisfaction. Finally, the results from the paired-sample t-test for comparison demonstrated significant differences in teaching presence, information quality, self-efficacy, emotional engagement, perceived usefulness, and student satisfaction. Conclusions: This research endeavors to improve students’ satisfaction with blended learning by cultivating their teaching presence, information quality, self-efficacy, emotional engagement, and perceived usefulness.
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