Effect of blended learning approach on students’ learning motivation at Jimma College of Teachers’ Education, Ethiopia

Purpose This study aims to investigate the effect of a blended learning approach on students’ learning motivation at Jimma College of Teacher Education. Design/methodology/approach The research used a non-equivalent group pre-post quasi-experimental design. The study involved interventions in intact classes, with a second-year student group as a treatment group and a control group randomly assigned for the conventional method. Second-year English and Citizenship department students from Jimma College of Teacher Education were study participants. The data collection method involved questionnaires and consisted of a pre-intervention and post-intervention phase for both groups. Both descriptive and inferential statistics were used in the data analysis. The independent and paired sample t-test was used to compare the means of the two groups on the dependent variable. Findings The results show that the blended learning approach significantly improved student motivation levels in the treatment group compared to conventional learning, as evidenced by the post-test mean scores. Furthermore, the treatment group also showed improved student learning motivation compared to the control group. This suggests that blended learning is an effective approach to improving student learning motivation. Originality/value Therefore, blended learning can be a viable alternative to conventional learning approaches. It has the potential to increase student motivation.