Performance and Perception Disparities in Blended Learning Across Varied Vocational Academic Backgrounds

• Published in: Journal of Educational Technology Development and Exchange
• Main Author: Cao Y.; Aziz A.A.; Mohd Arshard W.N.R.
• Format: Article
• Language: English
• Published: University of Southern MIssissippi 2024
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85216974544&doi=10.18785%2fjetde.1702.08&partnerID=40&md5=29b18503504048136f8341438e38a9b2

With rising popularity of vocational education in China, the study investigates how academic backgrounds influence vocational students’ perceptions and learning outcomes in a blended SketchUp course, guided by Blended Learning framework and Technology Acceptance Model (TAM). Quantitative data from 71 undergraduate and 71 junior college interior architecture students was analyzed using statistical methods, including descriptive statistics, correlation analysis, and t-tests. The analysis showed no significant differences between academic groups in academic achievements, but differences in several perceptions, suggesting equitable learning experiences in the blended course. Tutorial videos may have contributed to personalized pacing, reducing variations among learners. Applying TAM to analyze student acceptance and engagement further enriches understanding of how academic backgrounds impact the utilization of educational technologies. These findings emphasized the potential of well-designed blended learning models for inclusive education. Results verified and enriched blended learning theory regarding differentiated instructions and online personalization to foster equitable, quality education, addressing diverse learning needs. © 2024, University of Southern MIssissippi. All rights reserved.