Factors Influencing the Behavioral Intention of Business Major Undergraduates in Blended Learning: A Case of a Private University in Chengdu, China
DOI:
https://doi.org/10.14456/shserj.2025.26Keywords:
Blended Learning, Facilitating Conditions, Attitude, Social Influence, Behavioral IntentionAbstract
Purpose: The paper aims to understand the parameters influencing undergraduates majoring in business’s behavioral intention in blended learning. Perceived ease of use, perceived usefulness, attitude, facilitating conditions, self-efficacy, social influence, and behavioral intention are key variables. Research design, data, and methodology: At the chosen colleges, the researcher delivered a quantitative questionnaire to undergraduate business majors using a quantitative exploratory technique with a sample size of 500 participants. The researchers employed judgmental sampling and quota sampling. The study utilized confirmatory factor analysis and structural equation modeling to determine the interactions between the examined variables. Results: The data analysis results validated all of the hypotheses, with the most significant direct influence on the behavioral intention of business major undergraduates in blended learning being suggested by the facilitating conditions. Perceived usefulness and perceived ease of use significantly affect attitude. Attitude, social influence, and self-efficacy have a significant effect on behavioral intention. Conclusions: To further promote the development of blended learning, university administrators, teachers, and students need to consider various elements of the adoption of blended learning among students. Considering the study’s conclusions, improvements to blended learning’s infrastructure, curriculum, and instructional strategies should be developed.
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