Predicting Academic Achievement Based on the Blended Learning Approach, Academic Motivation, and Academic Engagement

Blended learning, as one of the most common approaches to education, and academic motivation and engagement as psychological constructs are considered external and internal drivers of academic achievement. The purpose of this research was to study the prediction of academic achievement based on the blending learning approach, academic motivation, and academic engagement.

The population of this survey consisted of 220 students at the Faculty of Education of Khalkhal Branch of Payame Noor University (PNU) in 2018-2019. Using stratified random sampling and based on the Krejcie-Morgan table, 140 students were selected as the sample. Data were collected using a Blended Learning questionnaire, the Academic Motivation Questionnaire of Harnes(2014), and the Academic Engagement Questionnaire of Zerang (2012). A simple linear regression based on the Pearson correlation coefficient was used to examine the causal relationships among the variables and multiple regressions was used to examine the simultaneous relationships among the variables. Data analysis was done in SPSS Statistics 21.

The results showed that each of the independent variables, i.e. blended learning, academic motivation, and academic engagement, has a significant effect on academic achievement (< 0.05;  = 5.990, 4.7, 213.389). In addition, the results indicated that the simultaneous effect of blended learning, academic motivation, and academic engagement on academic achievement is stronger (=0.435).

Effective needs assessment, design, implementation and evaluation of programs that aim to enhance the components of blended learning, the intrinsic and extrinsic dimensions of academic motivation, and the behavioral, cognitive, and affective dimensions of academic engagement could dramatically improve academic achievement.