Blended Learning Academic Motivation Levels and EFL Students’ Grade Point Average Levels: A Correlational Study | ||||
| مجلة العلوم التربوية بکلية التربية بالغردقة، جامعة جنوب الوادى | ||||
| Article 9, Volume 4, Issue 1, January 2021, Page 386-413 PDF (672.68 K) | ||||
| Document Type: أبحاث فى مجال العلوم الإنسانیة والاجتماعیة | ||||
| DOI: 10.21608/mseg.2021.83882.1033 | ||||
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| Author | ||||
Mohamed Farrag Badawi Badawi 
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| October 6 University Faculty of Education | ||||
| Abstract | ||||
| ABSTRACT It is commonly accepted that motivation is essential for achieving learning goals. Motivation is the drive that evokes learners to do learning tasks proficiently. However, investigating academic motivation in blended learning context needs more in-depth research. Accordingly, the present research is concerned with investigating the correlation of blended learning academic motivation levels and EFL students’ grade point average levels during the Covid-19 pandemic. The study recruited 76 fourth-year EFL students and 82 first-year EFL students who were studying at the Faculty of Education, October 6 University. The present study is a correlational descriptive study. The study participants responded to a 14-item academic motivation scale (AMS), which was developed in light of self-determination theory (SDT) principles to measure the participants' blended learning academic motivation levels. The EFL formal exam result of the first term of the academic year 2020/2021was used to identify EFL students’ grade point average (GPA). Results revealed that there is a statistically significant difference between the mean scores of the EFL first-grade and fourth-grade students on the Egyptian academic motivation scale favoring EFL fourth graders’ mean scores. Furthermore, there is a statistically significant difference between the mean scores of the EFL male and female students on the Egyptian academic motivation scale favoring females’ mean scores. Moreover, there is a positive correlation relationship between academic motivation levels and EFL students’ grade point average (GPA). | ||||
| Keywords | ||||
| Key words: Academic motivation; blended learning; e-learning; traditional learning; EFL students | ||||
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