All blended learning variables expressing the joint effect of the learning components were correlated with final grades. Hypothesis 2 is accepted. 

Explore the child nodes below to see the other correlations found


Blended Learning in Higher Education: Hypothesis 2 Results

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.

Blended Learning in Higher Education: Hypothesis 3 Results

Data indicates that since blended learning was introduced in 2008, there has been an increase in the number of students taking the final exam (meaning fewer students dropped out of the class) and the number of students receiving a passing grade has risen. These findings support the hypothesis that blended learning has a positive impact on objective student outcomes.

Blended Learning in Higher Education: Objective Student Outcomes Results

For clarity purposes, the results for each individual hypothesis are located in the child nodes below.

Michigan State University

A study investigating objective outcomes as a result of blended learning, the subjective outcome of students' perceptions, and the possible relationship between the two


Blended Learning in Higher Education: Students' Perceptions and their Relation to Outcomes - Summary

•Hypothesis 1: Blended learning has a positive impact on objective student outcomes, specifically higher grades on exams and a lower dropout rate in the class

•Hypothesis 2: A correlation exists between the objective outcomes and the subjective student perception of blended learning

•Hypothesis 3: Student perception is an explanatory variable of blended learning’s objective outcomes


Blended Learning in Higher Education: Hypotheses

First-year general accounting courses at the University of Granada used a blended learning model. To collect the objective outcomes of this blended learning approach, the passing and non-dropout rates of the classes were recorded. To collect the subjective outcomes, students were given a survey in which 985 valid responses were recorded. In this survey, students were asked to rate their motivation, satisfaction, and perceived utility of the face-to-face and online components of the class as well as the blended learning experience overall. They were also asked for their age, gender, level of attendance in the class, and their entry university pass mark in order to serve as control variables.

Blended Learning in Higher Education: Methods

Blended Learning in Higher Education: Results

Blended learning has shown to reduce dropout rates and increase the passing rate of a class. It is also found that incorporating e-learning with face-to-face learning can account for student grades, and a correlation exists between student perceptions and the objective results from blended learning. Students reported high levels of utility, satisfaction, and motivation with blended learning, possibly improving upon their understanding and interest in the subject. The students’ age, level of attendance, and background knowledge played the greatest contributing role to the objective results, while students with greater background knowledge seemed to benefit the most from blended learning. However, blended learning and control variables correlated with final grades, suggesting an indirect role blended learning may play in improving grades. 

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