Date
5-25-2023
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Kevin Struble
Keywords
blended learning, student satisfaction, student outcomes, multiple regression, social cognitive theory, theory of transactional distance, general education courses
Disciplines
Education
Recommended Citation
Marshall, Andrea Michelle, "An Investigation of the Impact of Student Satisfaction on Student Outcomes Among Undergraduate Students in a Blended Learning Environment in University A" (2023). Doctoral Dissertations and Projects. 4487.
https://digitalcommons.liberty.edu/doctoral/4487
Abstract
The purpose of this study was to examine the impact of student satisfaction on student outcomes among undergraduate students in a blended learning environment in University A. It was a quantitative predictive correlational design, with predictor variables satisfaction with course, sex, age and race/ethnicity, and criterion variable end-of-course score. The Corona Virus pandemic highlighted the central role of blended and online learning in educational processes globally. The technological revolution in education characterized by the infusion of digital technologies in classrooms, indicates that blended learning will continue to feature prominently in educational settings. Student satisfaction in blended learning redounds to the benefit of students and educational institutions since it could contribute to improved pedagogical and curricular practices, goodwill, enhanced reputation, and increased enrollment. Participants for this study were drawn from a convenience sample of 330 undergraduate students enrolled in a blended general education course at University A. Data collection procedures for predictor variables were accomplished through the online administration of the Satisfaction with Blended eLearning Systems (BELS) Questionnaire, while criterion variable data was garnered from student records. Applying multiple linear regression analysis, a statistically significant relationship was found between the linear combination of satisfaction with course, sex, age, race/ethnicity and end-of-course score. However, satisfaction with course emerged as the only significant predictor of the end-of-course score. Course satisfaction in blended learning settings influences performance. Further investigations are needed in other tertiary level institutions in the Caribbean, across different disciplines, and different blended learning delivery methods.
