Influence of Class Participation and Coursework on Academic Performance in the Context of Blended Learning

Abstract

The study aimed to investigate the impact of class participation, and coursework on academic performance in the context of blended learning. A quasi-experimental research design and a database of students’ academic achievements to get secondary data were used in the study. A random cluster sample of students from the bachelor's degree program was taken. The study found that approximately 50.9% of the variance for the experimental group and 20.9% for the control group in academic performance can be explained or accounted for by class participation differences. It is also found that approximately 72.2% of the variance for the experimental group and 87.8% for the control group in academic performance can be explained or accounted for by coursework differences.

Standardization and the Impact of Emotional Intelligence Test Subscales on Academic Progress

“…Palmer et al, (2002) examined that emotional intelligence was found to significantly correlate with life satisfaction; whilst Austin (2005) assessed that the interpersonal emotional intelligence was found to be positively and significantly correlated with a task performance. The variance in academic performance can be accounted for by class participation (Xhomara & Baholli, 2022) and moral leadership and a positive school climate (Hasani et al, 2022).…”

Course Organization, Faculty-Student Interaction, and Student Involvement and Their Influence to Students' Course Outcomes

“…According to Astin (1993) theory and research, the student involvement in academic activities has to do with how much time and energy they devote to studies, how often they participate in various extracurricular activities and various student activities, as well as interaction with other students and faculty (Astin, 1984(Astin, , 1993. It is not discussed that to achieve the objectives and course outcomes in each program a student must spend enough time and effort in learning activities, as well as in class participation (Schilling & Schilling, 1999;Xhomara & Baholli, 2022) to have positive results in that course (Everaert, Opdecam, & Maussen, 2017;Nonis & Hudson, 2010). Even, students' thinking concerning the relationship between effort and ability can affect their motivation and course outcomes (Muenks & Miele, 2017).…”

Didactic-Artistic Tools and Artistic Works Demonstration Contribution to Students’ Artistic Skills Development

“…Many authors have done a lot of research to explore the didactic-artistic tools and their impact on the artistic skills development of students at the university level. The author Davidson (2018), as well as the researchers Xhomara and Baholli (2022), revealed that incorporating the important active learning approaches, including creating and entertaining activities, such as drawing, sculpting, acting, signing as well as active participation in the classes and project-work help students' engagement and improve their ability to work with artistic skills development; however, Da Silva (2018) indicate that artistic engagement practice and artistic knowledge and skills influence artistic skills enforcement. Other researchers, such as Chad-Friedman et al ( 2019) explored the effects of the vs choice-based instruction method on the overall art knowledge and skills on drawing ability, intrinsic motivation to pursue art, and creativity in art productions; at the same time, Budkeev et al (2016), as well as pointed out the indication of didactic-artistic tools and managerial leadership style in the building of knowledge, skills, and competencies of students in the artistic design.…”