Students Satisfaction with Blended Learning and their Learning Style in Relation to Academic Achievement at Faculty of Nursing in Suez Canal University

Eid, Dalia; Abdelrazek, Fathya; Adam, Samia

doi:10.21608/tnhcj.2024.268864.1048

Students Satisfaction with Blended Learning and their Learning Style in Relation to Academic Achievement at Faculty of Nursing in Suez Canal University

Document Type : Original Article

Authors

¹ Nursing administration department faculty of nursing Suez canal university

² Associated Professor of Nursing Administration, Faculty of Nursing, Suez Canal University, Egypt.

³ Professor of Nursing Administration, Faculty of Nursing, Ain-Shams University, Egypt

10.21608/tnhcj.2024.268864.1048

Abstract

Background: Blended learning was explained as a learning approach that combines between different delivery methods and styles of learning. Learning styles, personality traits, intellectual ability and satisfaction are found to be the main factors that impact the academic achievement of students. Aim of the study: It aimed at assess students satisfaction with blended learning and their learning style in relation to academic achievement at Faculty of Nursing in Suez Canal University. Subjects and methods: A correlational descriptive design was conducted at the Faculty of Nursing in Suez Canal University. Sample included 304 nursing students from the third and fourth academic years. Self-instruction tools were used for data collection namely; student satisfaction with blended learning scale and grasha - riechmann student learning styles scale, beside to the students' academic achievement sheets. Results: The highest percentage of nursing students recorded a moderate level of satisfaction with blended learning (65.1%) compared to high level of satisfaction(16.4%). Independent learning style recorded the highest mean score (37.48±4.33) compared to avoidant learning style (32.69±5.14). Besides, it was found that the highest percentage of nursing recorded excellent level (47.7%) compared to acceptable level (3%). Conclusion: There was a significant positive correlation between total students satisfaction with blended learning and all learning styles except dependent style, compared to academic achievement which had no significant correlation. Recommendations: Holding training courses for all students and educators to train them on best practices during applying blended learning strategies, and energizing active participation of students during practicing blended learning activities are recommended.

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