A Correlational Study of Blended Learning Academic Motivation Levels and Grade Point Average Levels in EFL Class
| المصدر: | مجلة العلوم التربوية |
|---|---|
| الناشر: | جامعة جنوب الوادي - كلية التربية بالغردقة |
| المؤلف الرئيسي: | Badawi, Mohamed Farrag Ahmed (Author) |
| المجلد/العدد: | س4, ع1 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2021
|
| الشهر: | يناير |
| الصفحات: | 386 - 413 |
| ISSN: |
2535-2334 |
| رقم MD: | 1292317 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Academic Motivation | Regular Learning | EFL Students | E-Learning | Blended Learning
|
| رابط المحتوى: |
عدد مرات التحميل
7
| المستخلص: |
It is commonly accepted that motivation is essential for achieving learning goals. Motivation is the drive that evokes learners to do learning tasks proficiently. However, investigating academic motivation in blended learning context needs more in-depth research. Accordingly, the present research is concerned with investigating the correlation of blended learning academic motivation levels and EFL students’ Grade Point Average levels during the Covid-19 pandemic. The study recruited 76 fourth-year EFL students and 82 first-year EFL students who were studying at the Faculty of Education, October 6 University. Both descriptive and correctional research methods were used in the current study The study participants responded to a 14-item Academic Motivation Scale ((AMS)), which was developed in light of self-determination theory (SDT) principles to measure the participants' blended learning academic motivation levels. The EFL formal exam result of the first term of the academic year 2020/2021was used to identify EFL students’ Grade Point Average (GPA). Results revealed that there is a statistically significant difference between the mean scores of the EFL first-grade and fourth-grade students on the Academic Motivation Scale favoring EFL fourth graders’ mean scores. Furthermore, there is a statistically significant difference between the mean scores of the EFL male and female students on the Academic Motivation Scale favoring females’ mean scores. Moreover, there is a positive correlation relationship between academic motivation levels and EFL students’ Grade Point Average (GPA). |
|---|---|
| ISSN: |
2535-2334 |
عناصر مشابهة
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The Effect of a Blended E-Learning Environment on EFL Students' Academic Performance, and Attitudes towards Internet-Assisted Language Learning and Teaching
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