Blended Learning in Principles of Marketing: The Effects of Student Differences on Student Performance

Cannon, Joseph P.; Lohtia, Ritu; Paulich, Brianna JeeWon

doi:10.1177/02734753211058357

Cited by 4 publications

(5 citation statements)

References 74 publications

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“…In line with H1 , we found that, when we compare PPT and CBT, the students’ performance is not affected by the assessment method. These results are in line with previous findings (Cannon et al , 2023; Middleton, 2022; Seo and De Jong, 2015) and rule out the explanation about differences in student performance regarding the testing form. It can be said that using CBT instead of PPT should not be an issue when talking about the performance of business administration students on MR examinations.…”

Section: Discussionsupporting

confidence: 92%

“…However, consonant with the principles of blended learning and Helmke's (2014) instructional model, the anticipation is heightened for improved academic outcomes through the incorporation of an active learning methodology. Varied viewpoints, as illustrated by Cannon et al (2023), posit that active learning entails fostering student engagement in interactive exercises, encompassing writing assignments and collaborative problem-solving tasks. Consequently, the blended delivery and format envisaged in the current investigation endorse the educational efficacy of digital media.…”

Section: Post Hoc Analysismentioning

confidence: 99%

“…On one hand, proponents of the first argument argue that achieving equivalence between CBT and traditional PPT is difficult. They suggest that students’ individual differences play a significant role in determining their performance scores (Cannon et al , 2023; Hill, 2020). For example, Clariana and Wallace (2002) found that individual differences related to students’ demographics, content familiarity and computer literacy can explain the variance between CBT and PPT.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Moreover, Bennett et al (2008) found significant differences at the item level, attributed to test takers’ computer literacy. However, more recently, for the specific blended learning in MR, the study by Cannon et al (2023) omitted computer or digital literacy from the list of primary constructs deemed crucial for elucidating student performance. It is important to note that students today are generally more digital literate than most of their faculty (Bacon and Stewart, 2022; Epperson, 2010; Ross-Gordon and Collins, 2020), and business administration students at the university undergo mandatory courses in their first year to cover common computer or digital literacy topics.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Despite the growing adoption of blended learning in marketing courses, there is a paucity of research on the mechanisms that enhance student performance in this context. Cannon et al (2023) addressed this gap by conducting a study aimed at identifying and empirically testing individual factors influencing student performance in an introductory marketing course delivered in a blended learning format. The findings from two surveys, with indirect measures, conducted during the semester at two large, public business schools indicate that metacognitive regulation, metacognitive knowledge and student effort play pivotal roles in improving student performance in blended learning courses.…”

Section: Introductionmentioning

confidence: 99%

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What matters the most, the assessment method or individual skills in marketing research learning?

Manrique Molina,

Durán,

Valencia

2024

JIEB

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Purpose The purpose of this study is to generate knowledge about assessment methods in blended business education, which have become increasingly important to establish sustainable assessment practices that support knowledge acquisition for undergraduate students in business administration at a Colombian university. Design/methodology/approach For the analysis, a two groups comparison was performed using a nonequivalent control group design with a sample of 420 students. As this study wants to find insights to improve the knowledge on assessment topics in marketing research (MR) education, it was focused on the students from the business administration program. This study also uses individual scores from the state test as prior cognitive scores and the high school classification provided by the National Ministry of Education in Colombia (2012). Findings It was found that the variables that best predict performance on the MR course examinations were the mathematics skills and reading comprehension scores on the state test. The study also showed a better performance of female students on both assessment methods. There were no significant differences between the assessment methods or among the high school levels. Research limitations/implications One of the limitations of this study is the limited number of items on the tests. Additionally, the authors recommend conducting an analysis of the differences between the testing items to provide a detailed explanation of students’ performance when comparing computer-based testing and paper-and-pencil testing. Practical implications Further design of teaching material and assessments online and offline, based on local and regional marketing problems, is suggested. As the current text and readings are more oriented to the English-speaking contexts, most of the problems presented are oriented to multinational companies and brands. Social implications Insights into the skills required for future jobs provide valuable guidance (World Economic Forum, 2020). Essential skills for emerging roles, like data scientists, can find robust support within the MR course. To further enrich in-class and online exercises with Excel and SPSS, Colombian educators can leverage data sets obtained from sources like the national statistics office and international market intelligence databases available through the university’s library, including Passport and Statista. Engaging with authentic data sets provides students with a more profound understanding of practical applications in MR. Originality/value This approach facilitates the identification of key variables, such as assessment and cognitive abilities in math and reading, which predict students’ knowledge acquisition in MR. It not only offers insights into the relevant factors influencing learning in MR but also provides valuable feedback. Additionally, it suggests potential avenues for future research in this field.

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Section: Discussionsupporting

confidence: 92%

Section: Post Hoc Analysismentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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What matters the most, the assessment method or individual skills in marketing research learning?

Manrique Molina,

Durán,

Valencia

2024

JIEB

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Digital Support, Teacher Support, and Blended Learning Performance: Investigating the Moderating Effect of Gender Using Multigroup PLS-SEM Analysis

Al-Awlaqi

Taqi²,

Saad³

et al. 2022

Lecture Notes in Networks and Systems

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Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior

Hamad,

Shehata,

Al Hosni

2024

Int J Educ Technol High Educ

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The shift toward electronic learning due to the COVID-19 pandemic has created many opportunities to shape Oman’s learning styles. This study explores the factors that affect students’ acceptance of blended learning (BL) in higher education institutions in developing countries, focusing on Oman. The study examines the impact of demographic and social factors, attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual use of BL among students. The Theory of Planned Behavior (TPB) was used as a theoretical framework to understand the decision-making processes surrounding BL adoption. Hypotheses are formulated and tested using statistical analysis of survey results. The questionnaire was distributed to students from Sultan Qaboos University in Oman. The data collected were analyzed using inferential predictive modeling methods such as multiple regression analysis and Pearson correlation. The findings indicate that students have a positive attitude toward BL and are likely to choose it in the future. The study also reveals that demographic characteristics and various dimensions, such as attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual usage, influence students’ acceptance and utilization of BL. The results contribute to the existing literature and provide insights into the factors that affect BL adoption in developing countries.

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Blended Learning in Principles of Marketing: The Effects of Student Differences on Student Performance

Cited by 4 publications

References 74 publications

What matters the most, the assessment method or individual skills in marketing research learning?

What matters the most, the assessment method or individual skills in marketing research learning?

Digital Support, Teacher Support, and Blended Learning Performance: Investigating the Moderating Effect of Gender Using Multigroup PLS-SEM Analysis

Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior

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