Students motivation as predictors of learning satisfaction in a synchronous hybrid learning space

Abstract

Although student motivation competencies were observably strong predictors of student learning satisfaction in wholly on-site or online contexts, the relationship between student motivation and student learning satisfaction in synchronous hybrid learning spaces was understudied. Consequently, the purpose of this study was to investigate student motivation as the learning competency that predicts student learning satisfaction in synchronous hybrid learning space. This study utilized a descriptive research design to gather quantifiable data from the 169 respondents from a Technical and Vocational Education and Training (TVET) institute located in Kuching, Sarawak. These respondents’ motivation competencies and learning satisfaction in a synchronous hybrid learning space were investigated and the data collected were statistically analysed to investigate the extent to which student motivation affects student learning satisfaction in a synchronous hybrid learning space. The study's findings demonstrated that student motivation namely, intrinsic goal orientation, extrinsic goal orientation, and self-efficacy, can predict student learning satisfaction in synchronous hybrid learning spaces in addition to traditional on-site and online learning settings. To add value and further support the potential of this learning environment, the results of this study were meant to guide practice and policy relating to the design and implementation of synchronous hybrid learning.