Factors Impacting Student Learning Performance in Blending Learning in a Graphic Design Course: A Case Study of Private University in Liaoning Province, China
Keywords:
Learning Motivation, Social Media Usage, Learning Performance, Blending Learning, Graphic Design CourseAbstract
Purpose: The study investigates the impact of five independent variables (learning anxiety, learning attitude, learning motivation, social media usage, and feedback) on one dependent variable (student learning performance in blended learning). Additionally, it aims to identify significant differences between variables. Research design, data, and methodology: In this study, the project-objective agreement index (IOC) was used to measure validity, and Cronbach’s Alpha was used as a pilot test (n=33). To verify the significant relationship between variables, multivariate linear regression analysis was conducted on 289 valid questionnaires issued to Liaoning Polytechnic Vocational University graphic design students. Subsequently, 33 students underwent a 12-week Strategic Plan Intervention Design (SP). Then, the results were tested against the paired sample t-test of the current and expected SP. Results: Multiple linear regression showed that learning motivation and feedback significantly affected students’ learning performance in blended learning while learning anxiety, learning attitude, and social media use had no significant effect. Conclusions: This statistical analysis helps identify significant differences or similarities between two data sets. At the same time, qualitative methods were used to conduct in-depth interviews with six students in our class to assess the effectiveness of specific strategies and activities to enhance learning motivation and provide constructive feedback.
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