Blended instruction and Students’ academic motivation: A correlational study at Higher Education level

Abstract

Blended instruction is also considered an effective approach for enhancing students’ academic motivation. In this research, the researchers employed a correctional research method for examining the relationship between blended instruction and students’ academic motivation at the higher education level. This study answered three research questions, such as: (1) What are the students’ perceptions regarding the teachers’ usage of blended instruction? (2) What are the major factors affecting blended learning? (3) Do students' academic motivation correlate significantly with blended instruction? The population consisted of all students studying in Bachelor of Science programs at public and private universities in Faisalabad, Pakistan. We selected a sample of 200 respondents from two universities using a simple random sampling method. The researchers developed a closed-ended questionnaire as an instrument for data collection. The researcher collected all the data through personal visits and used descriptive and inferential statistics in SPSS for analysis. Based on statistical outcomes, it was found that the majority of the students agreed regarding the teachers’ usage of blended instruction and factors affecting blended instruction. Moreover, there was a positive correlation between blended instruction and academic motivation. This study recommends encouraging teachers to incorporate blended instruction into their teaching and learning, and factors affecting blended instruction may be managed by university management to implement blended instruction at universities.