Using the regression models shown below, it was found that the incorporation of the independent variables and the control variables (gender, age, etc.) better accounted for the final grade rather than only using the independent variables. While face-to-face learning motivation could account for the grades, the other perception variables for e-learning and face-to-face learning could not. With that being said, the article pointed out that this motivation may not be independent of e-learning as the teachers occasionally incorporated e-learning elements during face-to-face instruction, meaning e-learning could have an indirect effect on student grades. By adding a new variable to reflect that “blended learning activities are inter-related,” the regression model then showed that motivation from blended learning could account for student grades, and hypothesis 3 was accepted. However, it is important to note that the regression model showed control variables (except gender) could account for final grades more than the perception variables could.