The Impact of a Digital Platform with Blended Learning on University Students' Academic Performance and Student Satisfaction in China A Case Study of the Subject of Military Theory in Sichuan Province
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Abstract
This study examined the impact of a digital platform-assisted blended learning approach on university students' This study examined the impact of a digital platform-assisted blended learning approach on university students' academic performance and satisfaction in the Military Theory course at Leshan Normal University, Sichuan Province, China. A two-group pre/post-test experimental design was employed, involving 120 freshmen (60 in the experimental group, 60 in the control group), supplemented by semi-structured interviews with 20 students from the experimental group and a focus group discussion with four experts. Quantitative data were analyzed using SPSS (paired t-tests), and qualitative data were analyzed through thematic content analysis. The findings revealed: 1) Academic performance: The experimental group showed a significantly higher gain in post-test scores (mean increase of 9.07 points) compared to the control group (mean increase of 4.53 points), t(59)=34.06, p<.001. 2) Student satisfaction: The experimental group reported the highest level of satisfaction with the blended learning approach (mean=4.56/5), along with positive perceptions of academic achievement, learning motivation, and self-efficacy. 3) Qualitative insights: Students welcomed the blended learning mode, noting improved engagement, confidence, and flexibility. (4) Expert validation: Focus group experts confirmed the effectiveness of the blended learning model. These findings support the three research hypotheses and indicate that integrating digital platforms with blended learning can enhance both academic outcomes and student satisfaction in compulsory university courses
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