Comparison of academic motivation on blended learning based on students’ learning styles

The teaching and learning environment is employing blended learning.This comparative research surveyed 240 students on their preferred learning style using Kolb’s questionnaire and their academic motivation on blended learning. The results revealed majority of students are reflectors (n = 184, 76.7%), while others’ preferred learning styles follows: activist (n = 23, 9.6%), theorist (n = 22, 9.2%), and pragmatist (n = 11, 4.6%). The students’ academic motivation shows high extrinsic motivation – identified (x ̅ = 5.03) and moderate motivation in the following areas extrinsic motivation – external regulation (x ̅ = 4.96), intrinsic motivation – to know (x ̅ = 4.85), intrinsic motivation – experience stimulation (x ̅ = 4.67), intrinsic motivation to accomplishment (x ̅ = 4.57), and low amotivation (x ̅ = 2.66). Comparing the data in terms of the students’ learnings styles, this study found a significant difference in the extrinsic motivation – identified (p<0.05). However, a post-hoc test did not reveal the dominant learning style. Based the findings of this study, it can be discerned that academic motivation is similar among learning styles employed by the students. Interestingly, internalized extrinsic motivation is a significantly noticeable result that conforms to the ARCS model of motivation. An action plan was developed to address the needs based on the findings of the research.