IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v14y2022i18p11341-d911357.html
   My bibliography  Save this article

Students’ Affective Learning Outcomes and Academic Performance in the Blended Environment at University: Comparative Study

Author

Listed:
  • Aleksandra Kobicheva

    (Institute of Humanities, Peter the Great Saint-Petersburg Polytechnic University, 195251 St. Petersburg, Russia)

  • Elena Tokareva

    (Institute of Humanities, Peter the Great Saint-Petersburg Polytechnic University, 195251 St. Petersburg, Russia)

  • Tatiana Baranova

    (Institute of Humanities, Peter the Great Saint-Petersburg Polytechnic University, 195251 St. Petersburg, Russia)

Abstract

This study examines how the gender of students and their level of education (undergraduate or postgraduate students) influence affective learning outcomes in a mixed environment. The research model is based on four key indicators: satisfaction, perception of experience (perceived usefulness, ease of use, and perceived behavioral control), perception of benefits (general learning effectiveness, knowledge sharing and increasing, study skills improvement, and sense of progress), and academic performance. Moderating factors, including gender and education level, were used to define the distinctions in the measured results. The study was conducted in the fall semester of 2021. The target samples were students of undergraduate and postgraduate levels studying during the semester in the blended environment. A total of 513 students from Peter the Great Polytechnic University took part in the research. The online questionnaire was conducted to define the affective learning outcomes of students in the blended environment and the influence of affective outcome factors on academic performance. The Likert-type five-point scale was used to determine all the variables. For our statistical analysis, we used SPSS 24.0 and SmartPLS 3.0 programs. Two tests were implemented to determine the differences between gender and education level in relation to students’ affective learning outcomes. Finally, our study revealed how distinctive aspects of affective learning outcomes impact academic learning outcomes in a blended format using linear regression analysis. According to the results obtained, the results between males and females were similar and academic performance results were mostly predicted by satisfaction level. A difference was revealed between undergraduate students’ results and postgraduate students’ results. Perceived benefit has a greater effect on academic performance for postgraduate students, while satisfaction level has a greater effect on academic performance results for undergraduate students than for postgraduate students.

Suggested Citation

  • Aleksandra Kobicheva & Elena Tokareva & Tatiana Baranova, 2022. "Students’ Affective Learning Outcomes and Academic Performance in the Blended Environment at University: Comparative Study," Sustainability, MDPI, vol. 14(18), pages 1-14, September.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:18:p:11341-:d:911357
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/14/18/11341/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/14/18/11341/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Jasmine A. L. Yeap & T. Ramayah & Pedro Soto-Acosta, 2016. "Factors propelling the adoption of m-learning among students in higher education," Electronic Markets, Springer;IIM University of St. Gallen, vol. 26(4), pages 323-338, November.
    2. María Consuelo Sáiz-Manzanares & María-Camino Escolar-Llamazares & Álvar Arnaiz González, 2020. "Effectiveness of Blended Learning in Nursing Education," IJERPH, MDPI, vol. 17(5), pages 1-15, March.
    3. Tzu-Hao Huang & Fen Liu & Li-Chen Chen & Ching-Ching Tsai, 2021. "The acceptance and impact of Google Classroom integrating into a clinical pathology course for nursing students: A technology acceptance model approach," PLOS ONE, Public Library of Science, vol. 16(3), pages 1-16, March.
    4. Ahmed Alsoufi & Ali Alsuyihili & Ahmed Msherghi & Ahmed Elhadi & Hana Atiyah & Aimen Ashini & Arwa Ashwieb & Mohamed Ghula & Hayat Ben Hasan & Salsabil Abudabuos & Hind Alameen & Taqwa Abokhdhir & Moh, 2020. "Impact of the COVID-19 pandemic on medical education: Medical students’ knowledge, attitudes, and practices regarding electronic learning," PLOS ONE, Public Library of Science, vol. 15(11), pages 1-20, November.
    5. Ling Wang & Gongliang Hu & Tiehua Zhou, 2018. "Semantic Analysis of Learners’ Emotional Tendencies on Online MOOC Education," Sustainability, MDPI, vol. 10(6), pages 1-19, June.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Wen Tang & Xiangyang Zhang & Youyi Tian, 2023. "Investigating Lifelong Learners’ Continuing Learning Intention Moderated by Affective Support in Online Learning," Sustainability, MDPI, vol. 15(3), pages 1-18, January.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Rainer Alt & Hans-Dieter Zimmermann, 2016. "Electronic Markets on electronic markets in education," Electronic Markets, Springer;IIM University of St. Gallen, vol. 26(4), pages 311-314, November.
    2. Ji Sun Lee, 2022. "Implementation and Evaluation of a Virtual Reality Simulation: Intravenous Injection Training System," IJERPH, MDPI, vol. 19(9), pages 1-11, April.
    3. Farida Veerankutty & Thurasamy Ramayah & Noor Azman Ali, 2018. "Information Technology Governance on Audit Technology Performance among Malaysian Public Sector Auditors," Social Sciences, MDPI, vol. 7(8), pages 1-19, July.
    4. Wei Wei & Yi Yu & Ge Gao, 2022. "Investigating Learners’ Changing Expectations on Learning Experience in a MOOC of Professional Translation and Interpreter Training," SAGE Open, , vol. 12(4), pages 21582440221, November.
    5. Kacper Nijakowski & Anna Lehmann & Jakub Zdrojewski & Monika Nowak & Anna Surdacka, 2021. "The Effectiveness of the Blended Learning in Conservative Dentistry with Endodontics on the Basis of the Survey among 4th-Year Students during the COVID-19 Pandemic," IJERPH, MDPI, vol. 18(9), pages 1-15, April.
    6. Serdar Türkeli & Martine Schophuizen, 2019. "Decomposing the Complexity of Value: Integration of Digital Transformation of Education with Circular Economy Transition," Social Sciences, MDPI, vol. 8(8), pages 1-22, August.
    7. Piotr Przymuszała & Šucja Zielińska-Tomczak & Michał Kłos & Angelika Kowalska & Paulina Birula & Martyna Piszczek & Magdalena Cerbin-Koczorowska & Ryszard Marciniak, 2022. "Distance Learning and Assessment During the COVID-19 Pandemic—Perspectives of Polish Medical and Healthcare Students," SAGE Open, , vol. 12(1), pages 21582440221, March.
    8. Thomas Dolmark & Osama Sohaib & Ghassan Beydoun & Kai Wu, 2021. "The Effect of Individual’s Technological Belief and Usage on Their Absorptive Capacity towards Their Learning Behaviour in Learning Environment," Sustainability, MDPI, vol. 13(2), pages 1-17, January.
    9. Tie Hua Zhou & Gong Liang Hu & Ling Wang, 2019. "Psychological Disorder Identifying Method Based on Emotion Perception over Social Networks," IJERPH, MDPI, vol. 16(6), pages 1-17, March.
    10. Tommy Tanu Wijaya & Imam Fitri Rahmadi & Siti Chotimah & Jailani Jailani & Dhoriva Urwatul Wutsqa, 2022. "A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being," IJERPH, MDPI, vol. 19(23), pages 1-19, December.
    11. María Consuelo Sáiz-Manzanares & Celia Carrillo & María del Camino Escolar Llamazares & Sandra Rodríguez Arribas & Diego Serrano Gómez, 2022. "Nursing Students’ Perceived Satisfaction with Flipped Learning Experiences: A Mixed-Methods Study," Sustainability, MDPI, vol. 14(23), pages 1-16, December.
    12. Sunyoung Kim & Taejung Park, 2022. "Analyzing Log Data of Students Who Have Achieved Scores Adjacent to the Minimum Passing Grade for a K-MOOC Completion in the Context of Learning Analytics," Sustainability, MDPI, vol. 14(18), pages 1-14, September.
    13. Ioana Silistraru & Oana Olariu & Anamaria Ciubara & Ștefan Roșca & Ramona Oana Roșca & Silviu Stanciu & Alina Plesea Condratovici & Ioan-Adrian Ciureanu, 2022. "Burnout and Online Medical Education: Romanian Students in Lockdown and Their Residency Choices," IJERPH, MDPI, vol. 19(9), pages 1-11, April.
    14. Shih-Ling Lin & Tzu-Hsing Wen & Gregory S. Ching & Yu-Chen Huang, 2021. "Experiences and Challenges of an English as a Medium of Instruction Course in Taiwan during COVID-19," IJERPH, MDPI, vol. 18(24), pages 1-21, December.
    15. Youzhu Li & Xianghui Gao & Mingying Du & Rui He & Shanshan Yang & Jason Xiong, 2020. "What Causes Different Sentiment Classification on Social Network Services? Evidence from Weibo with Genetically Modified Food in China," Sustainability, MDPI, vol. 12(4), pages 1-15, February.
    16. María del Carmen Olmos-Gómez, 2020. "Sex and Careers of University Students in Educational Practices as Factors of Individual Differences in Learning Environment and Psychological Factors during COVID-19," IJERPH, MDPI, vol. 17(14), pages 1-19, July.
    17. Wiwid Suryono & Bambang Bagus Harianto, 2023. "Item Analysis of Multiple Choice Questions (MCQs) for Dangerous Goods Courses in Air Transportation Management Department," Technium Social Sciences Journal, Technium Science, vol. 41(1), pages 44-57, March.
    18. Jun Xin Lee & Ahmad Hathim Ahmad Azman & Jing Yi Ng & Noor Akmal Shareela Ismail, 2022. "Deciphering Learning Motivation in Open Distance Learning towards Sustainable Medical Education," Sustainability, MDPI, vol. 14(8), pages 1-13, April.
    19. Bo-Hyun Seong & Chang-Yu Hong, 2022. "When It Comes to Screen Golf and Baseball, What Do Participants Think?," IJERPH, MDPI, vol. 19(20), pages 1-15, October.
    20. Jianlan Tang & Tommy Tanu Wijaya & Robert Weinhandl & Tony Houghton & Zsolt Lavicza & Akhmad Habibi, 2022. "Effects of Micro-Lectures on Junior High School Students’ Achievements and Learning Satisfaction in Mathematics Lessons," Mathematics, MDPI, vol. 10(16), pages 1-19, August.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:14:y:2022:i:18:p:11341-:d:911357. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.