Blended Learning Behavior of University Students and Academic Performance in Thailand

Abstract

Blended learning has emerged as an important aspect of higher education in the 21st century. Research in Thailand has focused on language acquisition and learning skills when examining the benefits of blended learning. Therefore, the purpose of this study was to determine the association of blended learning with academic performance while controlling for gender, study program, and class level. A cross-sectional design was employed by extracting data from the learning management system of the study site. The analysis included t-test, ANOVA, and multiple regression with a sample size of 181 students from 13 different courses offered at the university. Results indicated that there is a weak association between blended learning behavior and academic performance. Absences was significant but tardies and click use of the learning
management system were not significant. This implies that any benefits of blended learning are found in other ways than in their association with academic performance.