Abstract:
This study assesses the effectiveness of the blended learning model on student characteristics and outcomes: the case study of the institute of accountancy Arusha (IAA). It is aimed at determining the significant predictors of blended learning effectiveness taking student characteristics/background and design features as independent variables and learning outcomes as dependent variables. A survey was administered to 238 respondents to gather data on student characteristics/backgrounds, design features, and learning outcomes. The final semester evaluation results were used as a measure of performance as an outcome. We applied the online self-regulatory learning questionnaire for data on learner self-regulation, the intrinsic motivation inventory for data on intrinsic motivation, and other self-developed instruments for measuring the other constructs. Multiple regression analysis results showed that blended learning design features (technology quality, online tools, and face-to-face support) and student characteristics (attitudes and self-regulation) predicted student satisfaction as an outcome. The results indicate that some of the student characteristics/backgrounds and design features are significant predictors of student learning outcomes in blended learning.
