Effects of Blended Learning Approach on Students’ Satisfaction in Management Accounting Course for Bachelor of Business Administration Program (Business Management)

Abstract

       This study determined the effect of blended learning approach on students’ satisfaction in management accounting course. Two objectives are to find out suitable teaching materials used for blended learning approach and to evaluate learners’ satisfaction in accordance with the 21th leaning framework. The design of the study was non-randomized one shot case study design. The population size also used as sample was 43 second year students in the Bachelor Degree of Business Administration Program (Business Management). The instrument that used for the study is a self-developed online questionnaire and gathered data during Jan 2021 (Week 8th of the Semester 2/2020). Teaching approaches performed were classroom teaching and online teaching include electronic VDO Aid instruction 3 and 4 sessions, respectively. Results showed that classroom teaching achieved higher satisfaction than online teaching ( =8.63 and 8.26). Preferable teaching materials for both teaching methods were presentation files ( =9.08 and 8.94). Paired-sample t-test was performed to compare satisfaction levels of the 6 active learning activities within 3 dimensions of learning objectives: knowledge and learning; lecturer participation; and interpersonal and responsibility. Results showed that Activity 2 (Explain product costs of clip VDO watching from Youtube) gained lower satisfaction for all the dimensions, especially for the knowledge and learning which scored 4.28 from 10. Findings indicated that beyond blended learning method, students still satisfy and provides positive opinions for the teaching method if they could interact in class participation with teacher and/or between classmates.