Investigating the Effects of Blended Instruction on Students’ Academic Performance and Satisfaction

This study aimed to investigate the effects of blended instruction approach on students’ academic performance and their satisfaction. The research method is quasi-experimental in which the pretest-posttest with the control group design is employed. The population and sample comprises of Educational undergraduates of University of Isfahan who enrolled in “Integration of Information and Communication Technologies into Curriculum” unit (n=36). The participants assigned randomly into two groups; the treatment group received instruction in blended mode using Moodle, while the control group received instruction in the conventional way. In order to evaluate the students’ academic performance, a teacher made test is performed two times, i.e. at the beginning and end of semester. The reliability of the instrument determined by means of the Cronbach’s alpha (0/83) and its validity considered through content validity. Students’ satisfaction scores, however, extracted from the UoI Office of Monitoring and Evaluation records in Golestan System regarding the instructor evaluation. Data were analyzed using multivariate analysis of covariance method. Based on the research findings, although blended instruction did not affected students’ academic performance significantly (p<0/05), it influenced learners’ satisfaction significantly.