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Submitted
Nov 26, 2019
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Mar 17, 2020
Published
May 7, 2020
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Abstract

The research study is designed to investigate the effectiveness of a blended learning program through experimental setup, where 82 (45 control sample and 37 experimental sample) students participated in the research activity. The researcher designed and applied blended learning program to enhance students' motivation towards achievements in the syllabus of O-levels Chemistry subject. Hypothesis testing achieved through regression analysis, Split Plot ANOVA, independent sample t-test and Bootstrapping for mediation. Results suggest significant and positive relationship between blended learning program, intrinsic motivation, self-efficacy, and academic achievements. Furthermore, female participants were found to be more motivated in comparison with male participants. The researcher has further discussed possible reasons for insignificant relationships among variables. It is recommended to apply training to pupils before engaging students in online learning programs. In addition, in future course of study longitudinal research design with large sample size should be adopted to develop more valid and reliable normative instruments for South Asian context.

Keywords

Blended Learning Chemistry Self-Efficacy Intrinsic Motivation Grade Motivation

Article Details

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How to Cite
Siddiqui, S., Thomas, M., & Nazar Soomro, N. (2020). Technology integration in education: source of intrinsic motivation, self-efficacy and performance. Journal of E-Learning and Knowledge Society, 16(1), 11-22. https://doi.org/10.20368/1971-8829/1135188

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