The Effect of Blended Learning on Students Learning and Academic Motivation

This study aimed to investigate the improvement of learning and motivation through blended learning in undergraduate students at Allameh Tabataba’i University. The present study was semi-experimental. The statistical population of the study consisted of all students of Allameh Tabataba’i University Faculty of Educational Sciences and Psychology, who were studying in the first semester of the academic year 2014-2015. The statistical sample was selected using non-randomized and available method and replacement was conducted in two experimental and control groups randomly. The instruments used in this research were the Situational Motivation Scale (SIMS) to measure students’ motivation and the students’ final grades for measuring their learning. At first, pre-test of academic motivation was done for both groups, then the experimental group completed a semester with blended learning method and the control group received the instruction through face- to -face method. After a semester, the post-test was taken from both groups. Motivation data were analyzed using analysis of covariance (ANCOVA) and learning through independent t-test. Findings showed that blended learning has been more effective on learning and academic motivation. So it can be concluded that blended learning can be used as a new and effective method in educational systems to promote learning and motivation.