Abstract—This study investigates final scores predictability
based on students’ longitudinally reported motivation belief
and the use of learning strategies in blended learning (BL)
courses for freshmen and upper-level students. The Motivated
Strategies for Learning Questionnaire was administered three
times to measure students’ motivation belief and use of learning
strategies (N=314) and collected 850 viable surveys. Firstly, an
investigation of the dynamics of the factors involved with
students’ motivational belief and use of learning strategies was
completed. It was found that freshmen students’ motivation
dropped until the mid-term and it increased again as the course
progressed towards the end, whereas, upper-level students’
motivation continued to drop throughout the course. In terms of
the predictability of final scores, at construct level, stepwise
regression chose motivation as predictors of freshmen’s final
score and strategy used as a predictor for upper-level students.
The paper also discusses the implications of the study related to
self-regulation learning theory, learning analytics, and
Index Terms—Final score, learning analytics, prediction, self-regulated learning, students’ motivation, students’ strategy use
The authors are with Faculty of Business and Economics, University of Auckland, Auckland 1010, New Zealand.
*Correspondence: email@example.com (S.E.)
Cite: Shadi Esnaashari*, Lesley Gardner, Michael Rehm, Tiru Arthanari, and Olga Filippova, "A Comparison of the Predictability of Final Scores for Freshmen and Upper-Level Students in Blended Learning Courses," International Journal of Information and Education Technology vol. 13, no. 4, pp. 673-683, 2023.Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).