Satisfaction on the Blended Learning and its Relationship to Academic Performance of the STHM Students of Colegio De San Juan De Letran Calamba

Christian C. Aguado and Carmel N. Hemedez
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Christian C. Aguado: School of Tourism and Hospitality Management, Colegio de San Juan de Letran
Carmel N. Hemedez: School of Tourism and Hospitality Management, Colegio de San Juan de Letran

International Journal of Research and Scientific Innovation, 2025, vol. 12, issue 7, 659-666

Abstract: Blended learning has emerged as a globally recognized approach to higher education, especially in the post-pandemic era, offering flexibility and enhanced learning experiences through digital platforms. However, in developing contexts, issues such as technological limitations, device accessibility, and inconsistent internet connectivity continue to hinder its effective implementation, highlighting the need to investigate how such factors impact student satisfaction and academic performance. This study aimed to assess the satisfaction levels of students from the School of Tourism and Hospitality Management (STHM) at Colegio de San Juan de Letran Calamba toward blended learning and to examine its relationship with academic achievement; specifically focusing on Instructor Presence, Learner–Learner Interaction, Course Content, Technological Support, and Course Assessment. Utilizing a descriptive-correlational design, the study gathered data from 53 second to fourth-year BS Hospitality Management and BS Tourism Management students through a validated self-made survey instrument, analyzed using non-parametric statistical tools. Results revealed that students showed moderately high satisfaction levels, yet no significant relationship was found between their satisfaction and academic performance across all variables. The findings suggest that satisfaction alone does not guarantee higher academic outcomes, as learning is influenced by more complex, multifactorial conditions. It is recommended to strengthen assessment design, improve instructor competencies, and address technological barriers to maximize the benefits of blended learning.

Date: 2025
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