Factors Influencing Student Satisfaction in Blended Learning: A Structural Equation Modelling Approach

Roberto Leopoldo Suson

Abstract


Blended learning (BL) has become a buzzword in the educational settings. It is utilized to maximize and meet the expected learning outcomes. Regardless of the high demand for blended learning, certain challenges (i.e., student satisfaction) regarding its effective usage for educational purposes were observed. This work offers a structural model that explains students’ satisfaction (SS) through integrating teacher support, peer support, perceived usefulness, perceived ease of use, and learning motivation.  The proposed model was empirically tested in a learning environment in which BL was utilized as means of teaching and learning with 490 participants utilizing a convenient sampling in data gathering. Nine hypothesized paths were tested using partial least squares structural equation modelling (SEM). The findings suggested that learning motivation strongly predicts student satisfaction. However, teacher support and peer support did not translate to student satisfaction; nevertheless, teacher support positively influenced learning motivation. Moreover, perceived usefulness significantly influenced both learning motivation and student satisfaction. Additionally, perceived ease of use also positively influenced learning motivation and student satisfaction. The study emphasizes implementing effective BL in teaching and learning, while considering these various factors that lead to student satisfaction. These findings offer theoretical insights and practical implications for designing an effective blended learning environment that caters for and supports the needs of the students.

https://doi.org/10.26803/ijlter.23.7.11


Keywords


blended learning, learning motivation, teacher support, perceived usefulness, perceived ease of use

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References


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