Factors Influencing Academic Performance of Students in Blended and Traditional Domains

Ismail, Ahmed Omer Ahmed; Mahmood, Ahmad Kamil; Abdelmaboud, Abdelzahir

doi:10.3991/ijet.v13i02.8031

Cited by 41 publications

(34 citation statements)

References 29 publications

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“…Findings from prior studies Edward et al (2018); Ghazal et al (2018) indicated that BL approach enhances students' learning engagement and experience as it creates a significant influence on students' awareness of the teaching mode and learning background. BL moves the emphasis from teaching to learning, thus enabling students to become more involved in the learning process and more enthused and, consequently, improves their perseverance and commitment (Ismail et al 2018a). Poon (2014) concluded that BL is likely to be developed as the leading teaching approach for the future as one of the top ten educational trends to occur in the twentyfirst century.…”

Section: Introductionmentioning

confidence: 99%

Blended Learning Adoption and Implementation in Higher Education: A Theoretical and Systematic Review

et al. 2020

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Technological innovations such as blended learning (BL) are rapidly changing teaching and learning in higher education, where BL integrates face to face teaching with web based learning. Thus, as polices related to BL increases, it is required to explore the theoretical foundation of BL studies and how BL were adopted and implemented in relation to students, lecturers and administration. However, only fewer studies have focused on exploring the constructs and factors related to BL adoption by considering the students, lecturers and administration concurrently. Likewise, prior research neglects to explore what practices are involved for BL implementation. Accordingly, this study systematically reviews, synthesizes, and provides meta-analysis of 94 BL research articles published from 2004 to 2020 to present the theoretical foundation of BL adoption and implementation in higher education. The main findings of this study present the constructs and factors that influence students, lecturers and administration towards adopting BL in higher education. Moreover, findings suggest that the BL practices to be implemented comprises of face-to-face, activities, information, resources, assessment, and feedback for students and technology, pedagogy, content, and knowledge for lecturers. Besides, the review reveals that the ad hoc, technology acceptance model, information system success model, the unified theory of acceptance and use of technology, and lastly diffusion of innovations theories are the mostly employed theories employed by prior studies to explore BL adoption. Findings from this study has implications for student, lecturers and administrators by providing insights into the theoretical foundation of BL adoption and implementation in higher education.

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Section: Introductionmentioning

confidence: 99%

Blended Learning Adoption and Implementation in Higher Education: A Theoretical and Systematic Review

et al. 2020

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“…Student academic success is strongly influenced by internal and external factors (Hamid, 2019). The influence of internal factors such as student characteristics and personality is International Journal of Instruction, April 2021 • Vol.14, No.2 important determinants in predicting students' academic performance in the classroom (Ismail, Mahmood, and Abdelmaboud, 2018). Ciorbea and Pasarica (2013), stated that personality factors are variables that influence student academic performance.…”

Section: Introductionmentioning

confidence: 99%

Big Five Personality Test for State Islamic Senior High School Students in Indonesia

Muhid¹,

Ridho²,

Yusuf³

et al. 2021

INT J INSTRUCTION

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Personality is one of the important variables for predicting student academic success. The purpose of the research is to examine the Big Five personality test as a predictor on the academic achievement of State Islamic Senior High School students in Indonesia. This research used a quantitative method which used a survey of the Big Five Personality Test and learning achievement on 5 subjects. The subjects of this study were the 2145 sample students of 23 State Islamic Senior High School of Insan Cendekia (SISHS-IC) around Indonesia. The results of this study indicate that all dimensions of Big Five Personality traits; openness to experience, conscientiousness, extraversion, agreeableness, and emotional stability have a significant effect as predictors of students' academic achievement. While in parts of each dimension, the most significant predictor of students' academic achievement is the emotional stability and openness to experience. These findings are very important for teachers and schools to pay much more attention to emotional stability and openness to experience as predictors of student academic achievement.

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“…Global and local studies have identified myriad factors which influence students' academic achievement such as family factors, teacher factors, students' attitudes, use of technology, interaction processes, characteristics of the students, and class among others [3][4][5][6]. However, poor performance has persisted necessitating the study of other variables that might account for the students' academic achievement.…”

Section: Introductionmentioning

confidence: 99%

Causal Attributions as Correlates of Secondary School Students’ Academic Achievement

Ngunu

Kinai

Ndambuki

et al. 2019

Education Research International

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The purpose of this study was to establish the relationship between causal attributions and academic achievement. Weiner’s Model of Achievement Attribution guided this research. Five-hundred and eighty-five students (315 males, 270 females) participated in the study. The participants completed the Multidimensional Multiattributional Causality Scale (MMCS) while academic achievement was obtained from the participants’ academic records. Majority of the students attributed both success and failure to internal, uncontrollable, and unstable attributions. The results indicated that causal attributions were significantly correlated to academic achievement. Taking into account that students can form maladaptive causal attributions, the study made recommendations to the stakeholders on intervention measures.

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Factors Influencing Academic Performance of Students in Blended and Traditional Domains

Cited by 41 publications

References 29 publications

Blended Learning Adoption and Implementation in Higher Education: A Theoretical and Systematic Review

Blended Learning Adoption and Implementation in Higher Education: A Theoretical and Systematic Review

Big Five Personality Test for State Islamic Senior High School Students in Indonesia

Causal Attributions as Correlates of Secondary School Students’ Academic Achievement

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