Blended Learning Implementation in Sulu HEIs: Investigating Teacher and Student Factors Influencing Learning Outcomes

Abstract

This study explored the implementation of blended learning in higher education institutions (HEIs) in Sulu, focusing on the influence of teacher- and student-related factors on learning outcomes. A total of 378 participants—comprising 333 students and 45 instructors from five HEIs—were selected using convenience sampling. Descriptive statistics, including weighted mean and standard deviation, were employed to identify the most prevailing teacher and student factors contributing to blended learning outcomes. The study also assessed blended learning outcomes in terms of student satisfaction, engagement, and academic performance. Multiple regression analysis was conducted to determine the predictive influence of these factors on the identified outcomes. Results indicated that teaching competencies were perceived as highly beneficial in delivering blended instruction. Among student-related factors, learning style emerged as the most prevalent characteristic valued in the blended learning environment. Students reported high levels of engagement and satisfaction, with average academic performance reflected in GPAs ranging from 80 to 85. Regression analysis revealed that teacher adaptive skills negatively predicted academic performance, whereas technical skills showed a positive effect. Student motivation positively influenced satisfaction but was unexpectedly a negative predictor of academic performance. Student learning style, despite its perceived importance, was not a significant predictor in any model. These findings suggest the need for further investigation into the paradoxical relationship between motivation and performance. A mixed-methods approach is recommended to gain deeper insights into student experiences and to better understand the complex dynamics of blended learning environments.