Effect of Student Characteristics and Blended Learning Approach on Student Performance in Master’s Level Chemical Engineering Courses

This study investigates the efficacy of the blended learning approach by examining the interplay between student characteristics, design learning features, and learning outcomes. Blended learning has become increasingly popular in modern-day higher education. However, research specifically focusing on the predictors of the efficacy of blended learning in Master’s level courses in the UK is lacking. The study aimed to identify the predictors of learning outcomes and satisfaction by exploring the design learning elements and student characteristics that contribute to the efficacy of blended learning in advanced-level education. An evaluation research design was employed, and questionnaires were administered to students enrolled in various Master-level Chemical Engineering courses. The data were analysed using descriptive statistics, t-tests, and regression analysis. The findings indicate that student characteristics, e.g., their opinion of blended learning, learning management skills and design learning features, e.g., task-technology fit, synchronous features and support significantly influence their satisfaction, motivation, perceived learning, and performance. Moreover, the results suggest that students enrolled in Master-level courses exhibit a high tendency to actively participate in blended learning, especially concerning their proficiency in learning management and utilising synchronous features that enhance their overall learning performance.