This study examines the impact of blended learning on self-regulated learning and motivation among students in Hong Kong's primary and secondary schools. Data was collected from 249 students (159 from five secondary schools and 90 from five primary schools). These students were taught by teachers participating in a professional development initiative that aimed at refining blended learning practices. We used a modified version of Pintrich et al.'s (1990) "Motivated Strategies for Learning Questionnaire" (MSLQ) to measure changes in students' self-regulation and motivation at the start and end of the 2022/23 academic year. Employing a paired samples t-test for our analysis, we observed significant improvements in “self-regulated strategies” in the primary student group and both “self-regulated strategies” and “self-efficacy beliefs” in the secondary student group. However, there was no significant change in “intrinsic” or “extrinsic motivation” for either group. These outcomes suggest that while blended learning may enhance certain cognitive and metacognitive competencies, its impact on motivational constructs may require more time to manifest. The differentiation in response between primary and secondary students indicates that developmental factors may mediate the effectiveness of blended learning, revealing to the necessity for age-appropriate instructional design. The findings urge educators to consider developmental stages when implementing blended learning and highlight the need for prolonged investigation into its long-term effects on student motivation.

Authors:
Paul Lam, The Chinese University of Hong Kong, Hong Kong
Ka Man Lau, The Chinese University of Hong Kong, Hong Kong
Yuen Man Tsang, The Chinese University of Hong Kong, Hong Kong

About the Presenter(s)
Ms Yuen Man Tsang is a School Administrator at The Chinese University of Hong Kong in Hong Kong

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