The Effect of Blended Learning of Management Course on Art Management Students’ Performance at College of Sichuan, China
Abstract
Background and Aim: Blended learning, or hybrid learning, is the integration of online educational resources and opportunities for interaction with traditional face-to-face classroom approaches. This study examined the impact of blended learning on the academic performance of art management students taking management courses at Sichuan College, China, with a specific focus on the application of the Chaoxing platform. Additionally, it explored the students' viewpoints regarding the utilization of the Chaoxing platform. The research objectives had been to determine the effectiveness of blended learning methods in enhancing the performance, management skills, and problem-solving ability of art management students in their management course, and to determine the extent to which blended learning methods influenced students' attitudes towards their intention to adopt the Chaoxing platform for management learning.
Materials and Methods: The study employs a combination of qualitative and quantitative approaches and combines quantitative analysis of pre-test and post-test scores with qualitative insights obtained from the open-ended questionnaire. There were a total of 61 undergraduate students who were studying art management and took part in the pre-test/post-test design. Each group underwent a single modality of teaching for a duration of eight weeks. The JAMOVI software program was used to analyze the quantitative data. The NVivo program was used to analyze qualitative data to investigate the experiences, usage, and recommendations of students regarding the Chaoxing platform.
Results: The quantitative analysis revealed significant enhancements in performance, management skills, and problem-solving ability among students in the experimental group. Independent sample t-tests for all evaluated variables confirmed that there were statistically significant differences between the experimental and control groups. The inclusion of qualitative observations provided additional depth, highlighting the favorable impact of blended learning on experience, usage, and recommendation.
Conclusion: The study revealed that blended learning had a favorable impact on student learning outcomes, improving their performance, managerial skills, and problem-solving ability. The experimental group, which got blended learning using the Chaoxing platform, showed significant score changes compared to the control group, indicating the effectiveness of this platform in management education. The qualitative data indicates that the effective integration of blended learning can greatly improve the outcomes of art management education.
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