A Comparison of the Effects of Blended Learning and Lecture Based-Instruction on the Students’ Academic Motivation and Satisfaction

Abstract

Maintaining students’ academic motivation and satisfaction influence their academic achievement. The main purpose of the study is to determine the effects of blended learning on students’ academic motivation and satisfaction. This is a quasi-experimental study and a total of 34 psychology juniors at Tehran Payame-Noor University, who had enrolled in the "Psychopathology 1" course for the first time, were selected as the sample group. Eighteen students participated in the blended learning program and sixteen students participated in the lecture-based program. Classes were randomly divided into the intervention and control groups. Students’ motivation was measured by the short form of Mc Inerney and Sinclaire school motivation questionnaire (1372) and their satisfaction was determined by direct multiple choice questions after instructional programs. The same questions were used for both groups in pre-test and post-test stages. Statistical analysis was done by Mann-Whitney test, Wilcoxon test and t-test. It was shown that in comparison to lecture-based instruction, blended learning increased students’ academic motivation (p<0. 001) and satisfaction (p<0.001).

Keywords

• blended learning
• academic motivation and satisfaction