Effect of blended Learning on Students' Self-Determination and Academic Eagerness

The purpose of this study was to investigate the impact of blended learning on the self-determination and its dimensions and academic eagerness in students. The research method was quasi-experimental with pretest-posttest design with experimental and control group. The statistical population of the study was students of Payam Noor University of Kerman in the academic year of 2018-2019 and through available sampling, 30 students of blended education and 30 students of traditional education were divided into experimental and control groups. After pre-test on two groups, the experimental group was intervention, at the end of the intervention, post-test was performed on two groups. The tools of the study were self-determination questionary La Guardia & etal (1993) Reliability using Cronbach's alphao.86 and its content validity were approved by experts and academic eagerness questionary pintrich (1991) & shafli (2002) with reliability 0.78 and validity 0.8. To analyze the data, covariance analysis was used in SPSS-22. The results of covariance analysis indicated that blended learning has been effective in improving self-determination and academic eagerness in students. Since self-determination indicates that competence, communication, and autonomy needs are essential for psychological growth and well-being and also academic eagerness is the effort of learners to learn and acquire skills and it provides learners with the right conditions so that they can learn more. Based on the research findings is suggested to provide a framework for using blended learning approaches to improve the quality of learning and education.