A Correlation Analysis of Student's Socioeconomic Background, Internet Habit, Familiarity and Comfortability in Technology, Learning Engagement, and Academic Performance in a Blended Learning Environment at an Indonesian Medical School
Prasetya, Nanda Lucky
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CitationPrasetya, Nanda Lucky. 2019. A Correlation Analysis of Student's Socioeconomic Background, Internet Habit, Familiarity and Comfortability in Technology, Learning Engagement, and Academic Performance in a Blended Learning Environment at an Indonesian Medical School. Master's thesis, Harvard Medical School.
AbstractThe blended learning method can potentially increase the quality of newly established medical schools in rural Indonesia. Blended learning faces significant challenges when it comes to engaging diverse students across digital divides and with varying socioeconomic disparities.
There are 14 variables explored on this study through statistical analysis, including regressions. The variable group A consists of 7 variables associated with digital divides and socioeconomic disparities are measured through a survey. The variable group B consists of 5 variables relating to online learning engagement and are measured through platform analytics.
The two academic performance variables are measured by two similar tests: Readiness Assessment Test (RAT) and Delayed Post-test (DPT). This study is designed to compare the variable group A to the variable group B in terms of each variable group’s effect on the academic performances of students.
The sample includes 46 medical students in their clinical year who are involved in a designed blended learning curriculum. The RAT has bivariate associations with the first login and duration of access. Also, the RAT has a multivariate association with the first login and duration of access. The DPT has bivariate associations with the first login and the comfortability level in technology usage. We do not find any association among any of the other variables in the variable group A or in the variable group B with regard to academic performance. There is also a significant difference of differences between a group that previously had lower scores and a group that previously had higher scores, before and after the face-to- face session.
To conclude, a student’s engagement in online learning has a more direct association with their academic performance than to other variables related to the digital divide and socioeconomic disparities. The students who procrastinate in starting to access online lesson is more likely to have a weaker overall performance. The face-to-face component of blended learning is just as important as the online learning component.
Citable link to this pagehttps://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37366064