The Influencing Factors of Blended Learning Performance Among College Students in Qingyang, Gansu Province
Keywords:
Student Learning Performance, Blended Learning, Senior High School Education, ChinaAbstract
Purpose: The effects of six independent variables (Learning Motivation, Behavioral Engagement, Cognitive Engagement, Emotional Engagement, Agentic Engagement, and Feedback) on the dependent variable, Learning Performance in Blended Learning, were investigated. In addition, it aims to identify significant differences between variables. Research Design, Data, and Methods: The study used the KMO and Bartlett sphericity tests to evaluate the applicability of factor analysis as validity and Cronbach's alpha as reliability. Multiple linear regression analysis was conducted on 346 valid responses from Zhanjiang University of Science and Technology students to verify the significant relationship between variables. Subsequently, 60 students underwent a 14-week intervention design implementation (IDI). Then, a paired sample t-test was performed to compare the quantitative results before and after IDI. Results：In the multiple linear regression study, we found that learning motivation, behavioral participation, cognitive participation, emotional participation, actual participation, and feedback have a significant impact on learning performance. In addition, the result of significant value (P<0.05) shows that all independent variables impact student learning performance. Conclusions: Significant differences exist in learning motivation, behavioral engagement, cognitive engagement, emotional engagement, agent engagement, feedback, and learning performance in blended learning between the pre - and post-IDI stages.
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