The Effect of Blended Education on Students' Self-Concept and Academic Eagerness

Background and Aim :

Different educational methods were created in accordance with the educational content, and combined education is one of these new educational methods.The aim of this study is to investigate the effect of blended education on students' self-concept and academic eagerness.

The research method is quasi-experimental with a pretest-posttest design with a control group. The statistical population of the study includes all second grade students in the third district of Gorgan in the academic year 1399-1398 that 40 people (20 in the experimental group and 20 in the control group) were selected as a sample by available sampling method.The research instruments include the self-concept questionnaire (SCQ) of Carl Rogers and the academic motivation of Shuffle et al. (2005). The reliability of the questionnaires was 0.79 and 0.75 using Cronbach's alpha, respectively, and their validity was obtained with the help of psychology professors and experts of educational sciences and psychology were reviewed and approved after the necessary investigations.To analyze the data, SPSS software version 23 was used in descriptive analysis (variance, standard deviation, skewness and elongation) and inferential analysis (univariate analysis of covariance).

 blended education has a significant effect on students' self-concept and academic eagerness (p <0.01). blended education has an effect on the components of self-concept and academic motivation (p <0.01).

 the blended education method increases students' self-concept and academic eagerness. Thus, it is suggested that in order to increase the use of blended education, there needs to be necessary planning to improve other psychological factors of students.