Factors influencing students' satisfaction in blended learning at public higher education institutions in Klang Valley

Abstract

This study explores the relationship between three factors namely Instructor’s management, Administration’s Management and Student’s Learning Process and investigates whether these factors influence Student’s Satisfaction in Blended Learning. A sample of 529 undergraduate students from five selected public universities in the Klang Valley participated in this survey. However, a total of 28 sample were excluded due to incomplete answers. The statistical techniques employed in this study involved descriptive statistics using SPSS version 21.0, Confirmatory Factor Analysis (CFA) and a full-fledged Structural Equation Modelling (SEM) with Analysis of Moments Structures (AMOS) software version 21.0 to address the research questions and to test the research hypotheses. After performing CFA, the results demonstrate that the construct of the Instructor’s Management is presented by seven items, Administration’s Management is presented by six items and Student’s Learning Process is presented by eight items while student’s satisfaction by 9 items. The results also found the evidence of construct of validity and reliability concerning the factors that constituted the three constructs. The proposed model of IASS (Instructor’s Management, Administration’s Management, Student’s Learning Process and Student’s Satisfaction) was tested through the application of the SEM technique and the generated results show that there are strong relationship between Instructor’s Management and Administration’s Management, Instructor’s Management and Student’s Learning Process, Administration’s Management and Student’s Learning Process while Student’s Learning Process positively influences the Student’s Satisfaction in Blended Learning. However, the results revealed that Instructor’s Management was statistically insignificant due to its path coefficient between Instructor’s Management and Student’s Satisfaction was relatively low (-0.2). The study also found that there was a significant difference between Administration’s Management and Student’s Satisfaction as its path coefficient was very low too (0.08). The study also conducted invariant analyses of gender and area of study. Both gender and area of study were found to have no moderating impact on the full-fledged structural model of IASS. There are some implications for the study which the University Authority should embrace. As this research focuses on the student’s satisfaction in blended learning, this outcome should be one of the most important agenda for the University to produce quality teaching of academic staff, to maintain quality management of administrative staff as well as to support academic development of the student. This study would also recommend more researches on the additional underlying constructs to authenticate the developed model of IASS.