Determinants of Performance in Blended Learning of University Physics

A number of studies have shown that learning performance is not simply learning outcome, but an influential process of diverse factors. Yet little is known about the essential structure of such factors affecting learning performance and use in the context of blended learning. Therefore, the main objective of our study is to empirically construct an extended performance equation in blended learning. A quantitative approach was used in this study. To test the hypothesized conceptual model in blended learning, data were collected from 510 undergraduate students via questionnaire. Then the data were analyzed using factor analysis based on SPSS. And the new performance equation revealed Cognitive ability, Instructional guidance, Educational support, Internal motivation, External motivation and Learning concept to be significant determinants of students' learning performance in blended learning. Furthermore, the performance scale is one implementation of the extended equation. It provides the reference for learners, instructors, administrators better understand problematic areas and make effective intervention.