Impact of Motivation and Strategy Use on Performance in a Blended Learning Course

Authors

  • Shadi Esnaashari University of Auckland
  • Lesley Gardner University of Auckland
  • Tiru Arthanari University of Auckland
  • Michael Rehm University of Auckland
  • Olga Filippova University of Auckland

DOI:

https://doi.org/10.33423/jhetp.v22i9.5378

Keywords:

higher education, self-regulated learning, students’ motivation, students’ strategy use, learning analytics, final score prediction

Abstract

Understanding students’ self-regulatory learning (SRL) processes is important, especially in Blended Learning (BL). This study examined the predictability of students’ final scores based on indicators from students’ reported measures reflecting SRL. We administrated the Motivated Strategies for Learning Questionnaire (MLSLQ) three times to measure students’ motivation belief and use of learning strategies (N=189) and collected 515 viable surveys. We found that students’ motivation and strategy use dropped until midterm and it increased again as the course progressed towards the end. We identified the constructs that had a high correlation with final scores. In terms of prediction, stepwise regression mostly used motivational components as predictors. The findings confirmed the importance of understanding students’ motivation and SRL process and disclosed the advantages of using students’ reported measures of SRL, which is meaningful to Learning Analytics. The findings also support the potential for an early final score prediction, which would be very helpful in identifying at-risk students, addressing one of the LA aims.

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Published

2022-08-26

How to Cite

Esnaashari, S., Gardner, L., Arthanari, T., Rehm, M., & Filippova, O. (2022). Impact of Motivation and Strategy Use on Performance in a Blended Learning Course. Journal of Higher Education Theory and Practice, 22(9). https://doi.org/10.33423/jhetp.v22i9.5378

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Section

Articles