Effect of using blended learning on students’ achievement and motivation toward learning during the COVID-19 pandemic

Abstract

Purpose - This study at the University of Jordan looked at how blended learning affected undergraduate students' academic performance and learning motivation. Design/ methodology/ approach - The study's design was quasi-experimental. To meet the study's goals, a motivational scale for learning and an achievement exam were created. In the summer semester of 2019/2020, the University of Jordan had 55 undergraduate students. Two groups of these students were created: a control group of 27 students and an experimental group of 28 students. The experimental group employed blended learning, which included online synchronous engagement with the course material, teacher, and peers, while the control group learned the identical material through traditional learning. Findings - The results of the investigation revealed a considerable improvement in pupils' academic performance and motivation. As a result, blended learning has proven to be a successful teaching and learning technique for raising students' academic achievement and motivation. Originality/ Value – Due to the COVID-19 pandemic laws, the experiment was only conducted after the students had returned to face-to-face instruction after six months of online instruction. This gave the study its novelty.