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

• Published in: Sustainability 2022-09, Vol.14 (18), p.11341
• Main Authors: Kobicheva, Aleksandra, Tokareva, Elena, Baranova, Tatiana
• Format: Article
• Language: English
• Subjects: Academic achievement; Analysis; Attitudes; Behavior; Blended learning; College students; Colleges & universities; Comparative studies; Coronaviruses; COVID-19; Distance learning; Education; Educational objectives; Educational research; Gender; Graduate studies; Higher education; Innovations; Knowledge sharing; Learning; Methods; Pandemics; Perception; Perceptions; Psychological aspects; Regression analysis; Satisfaction; Skills; Statistical analysis; Students; Study skills; Sustainability; Undergraduate study
• ISSN: 2071-1050; 2071-1050
• DOI: 10.3390/su141811341

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.