Student satisfaction and commitment towards a blended learning finance course: A new evidence from using the investment model

Abdulrahman F. Alshehri

Research in International Business and Finance, 2017, vol. 41, issue C, 423-433

Abstract: The present study uses an amended version of a well-known investment model to investigate the levels of satisfaction and commitment of finance students enrolled on a blended e-learning programme. First, it presents new empirical evidence for the validity of each construct and validates the proposed investment model. Second, it examines whether students’ grade point average (GPA) scores influence their levels of satisfaction and commitment the course. A random sample of 100 undergraduate students enrolled at King Khalid University in Saudi Arabia was surveyed using both qualitative and quantitative approaches. The proposed investment model was suitable for predicting the levels of student satisfaction and commitment in a blended learning environment, especially finance courses. However, the levels of satisfaction and commitment among students did not reach the proposed cut-off point for high commitment/satisfaction, which implied that levels of student satisfaction and commitment were only in the middle of the range. Specifically, the results showed a significant negative correlation between the level of satisfaction and GPA score, but a significant positive correlation between student commitment and GPA score. The study also highlights areas in which further research and analysis is recommended.

Keywords: Satisfaction; Commitment; Blended learning; Investment model; Finance course (search for similar items in EconPapers)
JEL-codes: A22 A29 G20 (search for similar items in EconPapers)
Date: 2017
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:riibaf:v:41:y:2017:i:c:p:423-433

DOI: 10.1016/j.ribaf.2017.04.050

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