VIETNAM NATIONAL UNIVERSITY HCMC UNIVERSITY OF TECHNOLOGY SCHOOL OF INDUSTRIAL MANAGEMENT BACHELOR THESIS THE EFFECT OF BLENDED LEARNING PLATFORM ON STUDENT’S SATISFACTION AT HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY (HCMUT ) NGUYỄN HOÀNG KHUÊ TÚ HCM City, 6/2021 VIETNAM NATIONAL UNIVERSITY HCMC UNIVERSITY OF TECHNOLOGY SCHOOL OF INDUSTRIAL MANAGEMENT BACHELOR THESIS THE EFFECT OF BLENDED LEARNING PLATFORM ON STUDENT’S SATISFACTION AT HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY (HCMUT ) Full Name: Nguyễn Hoàng Khuê Tú Student ID: 1752602 Advisor: Mr. Trần Duy Thanh Number: 20- CLC HCM CITY, 6/2021 1 Vietnam National University SOCIALIST REPUBLIC OF VIETNAM HCMC UNIVERSITY OF TECHNOLOGY Independence – Freedom – Happiness ---------- --------- Ref No. : _____/BKĐT SCHOOL OF INDUSTRIAL MANAGEMENT THESIS ASSIGNMENT DEPARTMENT: Finance STUDENT NAME: Nguyễn Hoàng Khuê Tú Student ID: 1752602 STUDY SPECIALIZATION: Business Administration 1. Title: The effect of blended learning platform on student’s satisfaction at Ho Chi Minh City University of Technology (HCMUT) 2.
Thesis assignment (requirements for content and data): - Identify the factors that effect on student satisfaction when studying blended learning at Ho Chi Minh City University of Technology - Analyze, measure and evaluate the degree of each factor that impact on the satisfaction of student at Ho Chi Minh City University of Technology when studying blended learning - Propose recommendations in order to enhance and improve this studying method. Date of assignment: March 1st , 2021 4. Date of completion: June 28th , 2021 5. Supervisor’s full name: Advised on: 1/ Trần Duy Thanh 100% The proposal is approved by the School/ Department ….
HEAD OF DEPARTMENT PRIMARY SUPERVISOR (Sign and write full name) (Sign and write full name) FOR SCHOOL/ DEPARTMENT Approved by (initially examined by): Department : Date of defense: Total mark: Stored at: 2 ACKNOWLEDGEMENT This research study would not have been done without the direction and assistance of several people who contributed and extended their important support in the preparation and completion of this study in various ways. Therefore, the author conducting this research gratefully gives acknowledgement to the support and encouragement during the time of doing this research as a student in university. To begin, I'd like to offer my heartfelt gratitude to my supervisor, Mr. Tran Duy Thanh for his constant advice during my research, as well as his patience, encouragement, passion, and vast expertise.
His words of encouragement and advice have greatly enriched and improved my work. Without his motivation and instructions, this research would not be completed effectively. I'm also grateful to all of the teachers who taught me during my four years at Ho Chi Minh City University of Technology for demonstrating what it means to be dedicated in their own unique way. Each of you has volunteered your time, energy, and skill to assist me in finishing this thesis.
I'd want to express my gratitude to all of the professionals who contributed to this study, as well as all of the survey respondents. I would not have been able to complete the survey without their assistance. Finally, I'd want to convey my gratitude to my parents and friends for their support, which has greatly aided me in completing this thesis in such a short period of time. Ho Chi Minh, June 28th, 2021 Nguyen Hoang Khue Tu 3 ABSTRACT The research “The effect of blended learning platform on student’s satisfaction at Ho Chi Minh City University of Technology (HCMUT)” which has objectives that to identify and measure which factors affect student satisfaction while using blended learning in Ho Chi Minh City University of Technology (HCMUT) and give recommendations for Ho Chi Minh City University of Technology (HCMUT) to improve its teaching method quality to satisfy students.
The research was done by research method: Quantitative research method. The proposed model research was based on the model of Bo Wendy Gao, Juan Jiang “The effect of blended learning platform and engagement on students’ satisfaction- the case from the tourism management teaching”, and Ying Tang and Nor Azian Abdul Rahmana, Norashikin Husseinb , Ainie Hairianie Aluwi “Satisfaction on Blended Learning in a Public Higher Education Institution: What Factors Matter?”. The qualitative method research was done by conducting in-depth interview with experts who are using blended learning to adjust the research model. After that, the pilot test was conducted with 30 participants for modifying the semantic of questionnaire.
At the end of this stage, there were still seven independent factors: Perceived Playfulness, Perceived Usefulness, Perceived Ease of Use, Perceived Interaction, Perceived Value, Learning Climate and Student-Instructor Interaction. And one dependent factor which is Student Satisfaction. The quantitative research was carried out after the pilot test. There were 265 samples used and all data then was analyzed by SPSS software.
The Reliability, EFA, Correlation, Regression Analysis and ANOVA techniques was applied to do the analysis. The result of data analysis indicated that four factors affecting Student Satisfaction in the descending order: Student-Instructor interaction, Perceived Usefulness, Perceived Value, Perceived Ease of Use. 4 Contents ACKNOWLEDGEMENT iii ABSTRACT iv ABBRIVIATION x CHAPTER 1 INTRODUCTION 1 1. Introduction and background 1 1.4 Method of implementation 3 1.5 Scope of the research 3 1.6 Thesis structure 3 CHAPTER 2: LITERATURE REVIEW 5 2.1 Definition and theory review 5 2.2 Satisfaction of students 7 2.1 The effect of blended learning platform and engagement on students’ satisfaction- the case from the tourism management teaching by Bo Wendy Gao, Juan Jiang, Ying Tang 7 2.2 Satisfaction on Blended Learning in a Public Higher Education Institution: What Factors Matter? By Nor Azian Abdul Rahmana, Norashikin Husseinb , Ainie Hairianie Aluwi 10 2.3 Blended learning effectiveness: the relationship between student characteristics, design features and outcomes by Mugenyi Justice Kint , Chang Zhu and Edmond Kagambe 11 2.4 A study of student satisfaction in a blended e-learning system environment by Robert Tennyson 14 2.5 Pandemic, social distancing, and social work education: students’ satisfaction with online education in Vietnam by Linh P.3 Research model suggestion 16 2.1 Research model suggestion 16 2.3 Measurement scale 22 CHAPTER 3 METHODOLOGY 19 3.2 Draft measurement scale 19 3.1 Cronbach's alpha analysis 23 3.2 Exploratory factor analysis (EFA) 23 3.5 ANOVA analysis 25 CHAPTER 4: DATA ANALYSIS 27 4.2 General information about collected samples 28 4.1 Classify students by demographic characteristics 29 4.2 Classify students according to the way they approach blended learning 33 4.3 Cronbach's alpha analysis 34 4.4 Exploratory Factor Analysis (EFA) 38 4.1 Exploratory Factor Analysis for Independent Variable 38 4.2 Exploratory Factor Analysis for Dependent Variable 42 4.1 Independent Sample T-test with the respect of sex 48 4.2 One- way ANOVA 49 4.8 Discussion of findings 52 6 4.1 Student-Instructor interaction 52 4.4 Perceived Ease of use 53 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 54 5.1 Conclusion and findings 54 5.1 Student-Instructor Interaction 55 5.4 Perceived Ease of Use 56 5.3 Limitation and Further Research …57 APPENDIX 58 References 70 7 List of figure Figure 1.
The framework of satisfaction in blended learning process. 9 Figure 2Measurement scale 11 Figure 3. Conceptual model of the current study 14 Figure 4. The research model for BELS learning satisfaction 15 Figure 5 Research model suggestion 18 Figure 6 Research process 19 Figure 7Pie chart classified by sex 31 Figure 8 Pie chart classified by student year 31 Figure 9 Bar chart classified by cumulative GPA for the semester 192 32 Figure 10 Bar chart classified by device usage 34 Figure 11 Bar chart classified by internet connection 34 Figure 12 Durbin- Watson 46 Figure 13 Measurement scale of four independent variables 48 8 List of tables Table 1 List of hypotheses 22 Table 2 The measurement of seven constructs.
23 Table 3 Adjusted measurement scale after qualitative research 20 Table 4 Data source 21 Table 5 Factor loading 23 Table 6 The correlation coefficient 24 Table 7 Descriptive Statistics 27 Table 8 Classify students by majors 29 Table 9 Classify students by sex, year of studying and GPA 30 Table 10 Classify students according to device usage, Internet connection 33 Table 11 Perceived Playfulness Cronbach’s Alpha analysis 35 Table 12 Perceived Usefulness Cronbach’s Alpha analysis 35 Table 13 Perceived ease of use Cronbach’s Alpha analysis 36 Table 14 Perceived Interaction Cronbach’s Alpha analysis 36 Table 15 Perceived Value Cronbach’s Alpha analysis 37 Table 16 Perceived Climate Cronbach’s Alpha analysis 37 Table 17 Student- Instructor interaction Cronbach’s Alpha analysis 38 Table 18 Satisfaction Cronbach’s Alpha analysis 38 Table 19 KMO and Bartlett’s (Source: Research result) 39 Table 20 Total Variance Explained (Source: Research result) 39 Table 21 Rotated Component Matrix (Source: Research result) 40 Table 22 KMO and Bartlett’s test for dependent variable (Source: Research result) 42 Table 23 Total Variance Explained (Source: Research result) 42 Table 24 Component Matrix 43 Table 25 Correlation 44 Table 26 Coefficients for PU, PE, PI, PV, LC, SI 45 Table 27 Model Summary 45 Table 28 ANOVA 46 Table 29 Coefficients for PU, PE, PV, SI 46 Table 30 Group statistics 48 Table 31 Independent Samples Test 49 Table 32 Test of Homogeneity of Variances- Major group 49 Table 33 Robust Test of Equality of Means- Major group 50 Table 34 Test of Homogeneity of Variances- Year group 50 Table 35 Robust Test of Equality of Means- Year group 50 Table 36 Test of Homogeneity of Variances- GPA in 192 semester 50 Table 37 ANOVA- GPA in 192 semester 50 Table 38 Test of Homogeneity of Variances- Devices 51 9 Table 39 Robust Test of Equality of Means- Devices 51 Table 40 Test of Homogeneity of Variances- Internet Access 51 Table 41 Robust Test of Equality of Means-Internet Access 52 Table 42 Discussion of findings 52 10 ABBRIVIATION EFA Exploratory Factor Analysis PP Perceived Playfulness PU Perceived Usefulness PE Perceived Ease of Use PI Perceived Interaction CE Cognitive Engagement EE Emotional Engagement PV Perceived Value LC Learning Climate SI Student- Instructor Interaction SA Satisfaction HCMUT Ho Chi Minh City University of Technology 10 CHAPTER 1 INTRODUCTION Chapter 1 shows the overview of research topic: Introduction and background, the research objectives, and implications of the research, scope of the study, research method, and thesis structure. The topic is “The effect of blended learning platform on student’s satisfaction at Ho Chi Minh City University of Technology (HCMUT)”. Introduction and background In 2019 in Wuhan, the high fast-paced trade center of China experiences an epidemic of a totally special coronavirus appeared that had killed a number of thousand Chinese people within the fifty days of spreads and thousands of other citizens are suffering. The new virus was assigned as COVID-19 new coronavirus by the Chinese scientists (Shereen et al.
The first case of COVID-19 had been recorded in Wu Han, China and shortly thereafter Coronavirus outbreak to the general public, petrifying the whole world including Vietnam. Due to its highly contagious nature, Coronavirus dramatically spread out over Vietnam that most education systems from schools to universities in Vietnam have significantly changed nearly all aspects of education in order to protect students stay away from virus, and Ho Chi Minh City University of Technology has not been an exemption to these changes. Most of universities in Vietnam started to discover and develop learning online, some units have applied software to support teaching, including Ho Chi Minh City University of Technology. The development of technology has ended up a competitive advantage for higher education institutions because it can give an alternative approach in giving better quality of learning (Lim, Fadzil,and Mansor, 2011; Raja Maznah, 2004), although Ho Chi Minh City University of Technology is still in the earliest stages organize in implementing educating and learning using technology.
Blended teaching at Ho Chi Minh City University of Technology is implemented with four components: Online lectures through E-learning system on HCMUT website, livestream for students to follow the lectures, online interaction between lecturer and students through Google Meet platform, traditional teaching which when goes back to study in class and for those subjects that require laboratory to practice.