Digital Support, Teacher Support, and Blended Learning Performance: Investigating the Moderating Effect of Gender Using Multigroup PLS-SEM Analysis

被引：2

作者：

Al-Awlaqi, Mohammed Ali ^{[1
]}

Taqi, Ahmed Mohammed ^{[2
]}

Saad, Nor Hasliza Binti Md ^{[2
]}

Al-Samhi, Nezar ^{[1
]}

机构：

[1] Lebanese Int Univ, Sch Business, Sanaa, Yemen

[2] Univ Sains Malaysia, Sch Management, Usm Penang 11800, Malaysia

来源：

PROCEEDINGS OF THE 2ND INTERNATIONAL CONFERENCE ON EMERGING TECHNOLOGIES AND INTELLIGENT SYSTEMS, ICETIS 2022, VOL 2 | 2023年 / 573卷

关键词：

Digital support; Teacher support; Blended learning; Multigroup analysis; Yemen; ENGAGEMENT;

D O I：

10.1007/978-3-031-20429-6_36

中图分类号：

TP18 [人工智能理论];

学科分类号：

081104 ; 0812 ; 0835 ; 1405 ;

摘要：

This study measured the effect of digital support and teacher support on learning performance. Moreover, it measured the moderating effect of gender on this relationship. The study utilized data from 209 students who enrolled in a blended learning program. It used partial least square structural equation modeling PLS-SEM to test the direct relationship between digital support and teacher support on learning performance, while a multigroup PLS-SEM technique was used to test the moderating effect of gender on the relationship between digital support, teacher support and learning performance. The digital and teacher support variables showed a significant impact on learning performance. Digital support showed negative impact, while teacher support showed a positive impact. Gender showed a significant moderating effect on the relationship between digital, teacher support and learning performance.

引用

页码：392 / 401

页数：10

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