Academic Satisfaction: A Comparative Analysis Between Blended Schedule and Everyday Classroom Instruction Among College Students
DOI:
https://doi.org/10.54536/ajhp.v3i1.4097Keywords:
Academic Satisfaction, Blended Learning, Traditional InstructionAbstract
The face of education has been changing over the past couple of decades-from new teaching methodologies to a greater emphasis on student-centered learning. Indeed, research has documented that academic satisfaction is a leading contributor to students’ successful and healthy experiences throughout college. Furthermore, this growth in technology has given way to the emergence of blended learning, which merges traditional classroom instruction with online resources and digital tools. However, the relative effect of blended learning in comparison to a traditional classroom setting regarding academic satisfaction remains inadequately explored. This study addresses this gap by comparing the level of academic satisfaction of students involved in blended learning programs (MSA 1 and MSA 2) against those in traditional classroom instructions at the University of Mindanao Digos College. Quantitative data with a descriptive-comparative design were obtained from 350 university students via a standardized questionnaire adapted from the Student Evaluation of Educational Quality (SEEQ. Results showed that students in blended learning environments were more academically satisfied (MSA 1: X=3.98 and SD=.000; MSA 2: X=3.85 and SD=.268) compared to students in traditional classrooms (Everyday Classroom Instruction: X=3.66 and SD=.308). However, the statistical analysis showed no significant differences in satisfaction between the blended and traditional instructional methods, meaning that both approaches can effectively support student engagement and satisfaction. In conclusion, this research provides a valuable insight for investigating the relationship between instructional methods and academic satisfaction. It underscores the importance of adopting blended learning strategies to foster higher levels of student satisfaction, with encouragement of further exploration in how best to optimize teaching approaches for improved educational outcomes within diverse
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Copyright (c) 2025 Chinky Ainne Marie F. Hilot, Jamela-Kim B. Paderog, Ashlie Faith E. Gaduyon, Jaeve P. Jumao-As, Loriene Michaella V. Lagrada, Chiela Mae A. Lamoste, Marian Joy Q. Batiancila
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