The Predictive Value of Blended Learning for Students’ Motivation for Academic Writing Skills at Private Universities of Lahore

Abstract

This study aimed to examine the effect of blended learning on students' motivation for academic writing skills at private universities in Lahore. This research examined how blended learning could impact students' motivation to develop academic writing skills. The study revealed the interactive effect of multiple variables: students' attitudes towards computers, students' attitudes towards pedagogy by blended learning, and students’ satisfaction and motivation for academic writing skills. The study employed a quantitative approach and a correlation research design was used. The population comprised post-graduate students from six private universities in Lahore, Pakistan. Data were gathered from students in the M.Phil. Programs (English, and Education), enrolled in four semesters (i.e., 1st, 2nd 3rd, and 4th semester). The sample size was disproportionate. Overall 300 students were selected from both programs out of 6 private universities. The data was carefully sorted, organized, and saved using SPSS version 21. Advanced statistical techniques (correlation, multiple-linear regression) were employed to address research questions through suitable analysis software. This study showed that there was a significant connection between blended learning and students' academic drive and learning outcomes.  The stepwise linear regression indicated that students' attitudes toward computers (SATC) were the most significant predictor of motivation for academic writing skills.