Using Blended Project-Based Learning for Students’ Behavioral Intention to Use and Academic Achievement in Higher Education
This research focused on the potential of project-based learning and blended learning, which offer a distinctive cross-point in regard to building 21st-century skills in the classroom. Specifically, this research hypothesized that using the BPBL approach has an effect on perceived self-efficacy, per...
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-04-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/11/5/207 |
| _version_ | 1797535990501343232 |
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| author | Mahdi Mohammed Alamri |
| author_facet | Mahdi Mohammed Alamri |
| author_sort | Mahdi Mohammed Alamri |
| collection | DOAJ |
| description | This research focused on the potential of project-based learning and blended learning, which offer a distinctive cross-point in regard to building 21st-century skills in the classroom. Specifically, this research hypothesized that using the BPBL approach has an effect on perceived self-efficacy, perceived enjoyment, perceived usefulness, behavioral intention of using BPBL, and students’ academic achievement. To achieve the research goal, we employed a questionnaire as the main data collection method and dispensed it to 80 students, all of whom use the BPBL approach. The findings were obtained via a quantitative research method, structural equation modeling (SEM). We found a significant relationship between the BPBL approach and perceived self-efficacy, perceived enjoyment, perceived usefulness, behavioral intention of using BPBL, and students’ academic achievement. Therefore, we believe that the BPBL approach enhances students’ behavioral intention to use and academic achievement in a blended project-based learning approach and allows sharing knowledge, information, and discussions. Thus, it is recommended that students use the BPBL approach for educational purposes, and they should also be encouraged to do so through their learning at university level. |
| first_indexed | 2024-03-10T11:53:14Z |
| format | Article |
| id | doaj.art-9999fe6915fb446b835705828ce2a1f6 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T11:53:14Z |
| publishDate | 2021-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-9999fe6915fb446b835705828ce2a1f62023-11-21T17:31:06ZengMDPI AGEducation Sciences2227-71022021-04-0111520710.3390/educsci11050207Using Blended Project-Based Learning for Students’ Behavioral Intention to Use and Academic Achievement in Higher EducationMahdi Mohammed Alamri0Educational Technologies, King Faisal University, Al-Ahsa 31982, Saudi ArabiaThis research focused on the potential of project-based learning and blended learning, which offer a distinctive cross-point in regard to building 21st-century skills in the classroom. Specifically, this research hypothesized that using the BPBL approach has an effect on perceived self-efficacy, perceived enjoyment, perceived usefulness, behavioral intention of using BPBL, and students’ academic achievement. To achieve the research goal, we employed a questionnaire as the main data collection method and dispensed it to 80 students, all of whom use the BPBL approach. The findings were obtained via a quantitative research method, structural equation modeling (SEM). We found a significant relationship between the BPBL approach and perceived self-efficacy, perceived enjoyment, perceived usefulness, behavioral intention of using BPBL, and students’ academic achievement. Therefore, we believe that the BPBL approach enhances students’ behavioral intention to use and academic achievement in a blended project-based learning approach and allows sharing knowledge, information, and discussions. Thus, it is recommended that students use the BPBL approach for educational purposes, and they should also be encouraged to do so through their learning at university level.https://www.mdpi.com/2227-7102/11/5/207blended learningproject-based learningacademic achievementstructural equation modeling (SEM)education technologyhigher education |
| spellingShingle | Mahdi Mohammed Alamri Using Blended Project-Based Learning for Students’ Behavioral Intention to Use and Academic Achievement in Higher Education Education Sciences blended learning project-based learning academic achievement structural equation modeling (SEM) education technology higher education |
| title | Using Blended Project-Based Learning for Students’ Behavioral Intention to Use and Academic Achievement in Higher Education |
| title_full | Using Blended Project-Based Learning for Students’ Behavioral Intention to Use and Academic Achievement in Higher Education |
| title_fullStr | Using Blended Project-Based Learning for Students’ Behavioral Intention to Use and Academic Achievement in Higher Education |
| title_full_unstemmed | Using Blended Project-Based Learning for Students’ Behavioral Intention to Use and Academic Achievement in Higher Education |
| title_short | Using Blended Project-Based Learning for Students’ Behavioral Intention to Use and Academic Achievement in Higher Education |
| title_sort | using blended project based learning for students behavioral intention to use and academic achievement in higher education |
| topic | blended learning project-based learning academic achievement structural equation modeling (SEM) education technology higher education |
| url | https://www.mdpi.com/2227-7102/11/5/207 |
| work_keys_str_mv | AT mahdimohammedalamri usingblendedprojectbasedlearningforstudentsbehavioralintentiontouseandacademicachievementinhighereducation |