International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

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 Volume 10, Issue 6 (June 2023), Pages: 36-47

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 Original Research Paper

Evaluating student satisfaction with blended learning styles in the post-COVID-19 era at Umm Alqura University

 Author(s): 

 Ahmed D. Alharthi 1, Khaled H. Almotairi 1, Waleed T. Elsigini 2, 3, *

 Affiliation(s):

 1College of Computer and Information Systems, Umm Alqura University, Mecca, Saudi Arabia
 2Deanship of E-Learning and Distance Education, Umm Alqura University, Mecca, Saudi Arabia
 3Faculty of Education, Mansoura University, El-Mansoura, Egypt

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 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0003-0247-7817

 Digital Object Identifier: 

 https://doi.org/10.21833/ijaas.2023.06.005

 Abstract:

This research aims to assess student satisfaction with blended learning styles in the post-COVID-19 era at Umm Alqura University, taking into consideration the variables of gender, study level, and academic major. The study utilizes a descriptive analysis methodology to evaluate student satisfaction, employing a sample of 248 students enrolled at Umm Alqura University during the 2021–2022 academic year. A satisfaction questionnaire was developed and administered to collect the necessary data from the participants, ensuring the validity and reliability of the questionnaire. The research findings indicate a high level of satisfaction among university students towards the various blended learning styles, namely the Rotation Model, Lab Rotation, Flipped Classroom, and Individual Rotation. Statistical analysis reveals no significant differences in the mean scores of student satisfaction across different study groups, indicating a consistent level of satisfaction with the blended learning styles, including individual rotation, flipped classroom, lab rotation, and rotation model. Furthermore, there are no statistically significant differences in satisfaction levels between male and female students. Similarly, no significant differences are observed in satisfaction levels between bachelor and postgraduate students. However, a statistically significant difference is found between scientific specialization students and literary specialization students, favoring the literary specialization students' approval of the blended learning style. These research findings contribute to the understanding of the blended learning environment and its associated styles. Moreover, the results highlight the need for further investigation into the effectiveness of blended learning and its various patterns in promoting diverse learning outcomes.

 © 2023 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords: COVID-19, Blended learning, Evaluating, Higher education, Satisfaction

 Article History: Received 14 December 2022, Received in revised form 1 April 2023, Accepted 5 April 2023

 Acknowledgment 

The authors extend their appreciation to the Deputyship of Scientific Research at Umm Al-Qura University, Makkah, Saudi Arabia for funding this research work through Grant Code: 22UQU4340432DSR01.

 Compliance with ethical standards

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Alharthi AD, Almotairi KH, and Elsigini WT (2023). Evaluating student satisfaction with blended learning styles in the post-COVID-19 era at Umm Alqura University. International Journal of Advanced and Applied Sciences, 10(6): 36-47

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