Developing Higher Vocational College Student’s English Academic Performance in Blended Learning in Henan, China
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Abstract
Purpose: This research aims to establish connections between study engagement, psychological capital, motivation, and academic performance in a higher vocational college in Henan that uses blended learning. It also seeks to identify significant differences between the variables. Research design, data, and methodology: The study utilized the Index of Item-Objective Congruence (IOC) to assess validity and conducted a pilot test with 30 participants to measure reliability using Cronbach’s Alpha. Data from 80 valid responses from students at a higher vocational college in Henan were analyzed using multiple linear regression to examine the significant relationships between variables. Subsequently, 35 students participated in a 10-week Intervention Design Implementation (IDI). The quantitative results before and after the IDI were compared using paired-sample t-tests. Results: he multiple linear regression analysis indicated that psychological capital, extrinsic motivation, and intrinsic motivation had a significant impact on students' academic performance, while study engagement did not show a significant effect. However, the paired-sample t-test revealed a significant difference in academic performance between the pre-IDI and post-IDI stages. Conclusions: The study found that blended learning can improve student participation and academic performance in vocational education when implemented effectively. It is essential for teachers to be proficient in blended teaching methods and to motivate students to fully realize the benefits of blended learning in higher education.
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