Investigating the relationship between student perceptions of needs support and a blended learning classroom

Abstract

Motivation is a critical element to academic success. According to Self-Determination Theory, motivation can be increased when three psychological needs (competence, relatedness, and autonomy) are met, and the fulfillment of these needs rely heavily on the environment in which they are fostered. This research study was performed in an effort to provide insight into the relationship between student perceptions of needs support and perceived effectiveness of a blended classroom. This study surveyed 9th-grade students (N = 113) at the end of the academic year after having experienced a blended learning approach in an Algebra 1 class. Using Likert-type scales and open-ended questions, correlation analyses and content analysis were employed. Findings revealed a positive relationship between perceived needs support and effectiveness of blended learning. Responses to open-ended questions offered insight into this significant relationship, as students reported self-pacing and teacher availability as features of blended learning that contributed to their feelings of needs support. Results provided insight into how teachers can support students' psychological needs and an idea for the type of environment in which these needs can be supported. Limitations and future directions are also discussed.