Blended learning source of satisfaction of psychological needs

Abstract

<jats:sec><jats:title content-type="abstract-subheading">Purpose</jats:title><jats:p>In this study, researchers applied blended learning program to investigate the success of a blended learning program on satisfaction of the psychological needs, and academic achievement of chemistry students of O-Levels, following curriculum prescribed by University of Cambridge.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title><jats:p>Research pattern is quantitative aligned with the quasi-experimental and pre-post experimental design which aimed at examining the efficiency of a motivational strategies adopted with the use of blended learning program on psychological needs satisfaction (competence, autonomy, and relatedness) and achievement in chemistry O-Levels Syllabus, at the end of the research program.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Findings</jats:title><jats:p>Hypothesis testing represented that use of blended learning program has significant and positive impact on academic achievements through the mediation of autonomy. Results also revealed the substantial association of blended learning on other psychological needs (i.e., competence and relatedness); however, the competence and relatedness have no effect on academic achievements in this study. Thus, research concludes that providing an autonomous environment in substitution of the controlled environment promotes learning and produces positive outcomes.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Originality/value</jats:title><jats:p>Blended learning or use of Learning Management Systems is being commonly used mostly in the tertiary level of studies; however, blended learning with secondary classes especially in the field of chemistry is yet not studied in detail. Similarly, the usefulness of the motivational strategies to learn chemistry is observed with university-level students, but very rare data about encouraging students at the secondary level have been gathered. Therefore, the researcher designed this blended learning program to enhance students’ motivation towards achievements in secondary chemistry.</jats:p></jats:sec>

Learner-Centered English Teaching in a Blended Learning Setting during COVID-19 Pandemic

“…The application of learner-centered method in blended learning is a good combination to enhance the participants' competencies. This concept is similar to the findings of Siddiqui et al (2020) that blended learning somehow has substantial association with other psychological needs such as being more competent and more relatable. Hence, the adoption of blended learning provided the participants the varied learning spaces.…”

“…Thus, the new educational set-up called blended learning existed in most educational institutions. Blended learning, also known as hybrid learning, is an educational approach utilizing both online educational materials and opportunities for interaction online with traditional place-based classroom methods (Yeap et al, 2022;Siddiqui et al, 2020;Quigley, 2019;). This means that both teachers and learners are in a compromising stage in the new academic landscape with a common goal of continuous teaching and learning.…”

The role of online learning environment on the students' basic psychological needs satisfaction during the Covid-19 pandemic

“…The theory of self-determination emphasizes the tendency of individuals to bring up a series of behavioral effectiveness that is oriented towards the achievement of learning outcomes (Siddiqui, Soomro & Thomas, 2019). The focus of the study of self-determination theory is based on intrinsic motivation and internalization processes that are oriented towards individual attitudes and goals in generating behavior that is focused on learning outcomes (Abeysekeraa & Dawson, 2015).…”

A Study on Self-efficacy of Undergraduates in Blended Learning in Chengdu, China--The Moderating Effects of Gender, Disciplines and Social Influences

“…Asian students show the tendency to recognize the teacher's role in assessing their learning above their own. Siddiqui et al (2019) [42] argued that teachers is one important participant in a successful learning. Teacher could provide a supporting learning environment to improve students positive and autonomous.…”

“…Siddiqui et al (2020) [8] studied the psychological needs of students in blended learning and found that blended learning could help enhance the learning outcomes when it provides an autonomous rather than controlled environment. In a variety of subject areas, including language learning, information technology and engineering, blended learning has also been shown to enhance learning through collaborative and self-paced learning approaches (K. K. & Maskari, 2019) [9] .…”