Investigation of face-to-face class attendance, virtual learning engagement and academic performance in a blended learning environment

Abstract

The purpose of this research is to investigate the correlation within three key variables in relation to students’ learning outcomes: Face-to-face class attendance, virtual learning engagement, and academic performance. A sample course with 3783 students’ data were analysed by applying a quantitative research methodology. The research data included one semester’s attendance records, students’ virtual learning engagement on the university centralized virtual learning environment and the average academic performance Both Spearman’s correlation coefficient and Pearson’s correlation coefficient were used for the hypothesis’s tests according to the variables’ data characteristics. This research has verified the positive correlations between face-to-face class attendance and academic performance, virtual learning engagement and academic performance in a blended learning environment at a Chinese transnational university, which are consistent with existing research. The finding about the positive correlation between the face-to-face class attendance and virtual learning engagement suggests that students can benefit from both traditional and contemporary teaching formats by integrating the virtual learning elements into the face-to-face class delivery.