Date of Award

12-10-2025

Degree Type

Thesis

Degree Name

MSc in Nursing

First Advisor

Dr. Saleema Gulzar

Second Advisor

Dr. Rehana Abdus Salam

Third Advisor

Dr. Shelina Bhamani

Department

School of Nursing and Midwifery, Pakistan

Abstract

Background: Blended learning (BL), the purposeful integration of face-to-face and online instruction, has become a transformative approach in higher education, particularly after the COVID-19 pandemic. While its cognitive benefits are well-documented, limited evidence exists on relationship between student motivation and interest across academic years in low and middle-income countries like Pakistan.
Purpose: This study examined the relationship between BL and the motivation and interest among second- to fourth-year undergraduate nursing students and explored differences across academic years.
Methods: An analytical cross-sectional study was conducted at a private university's school of nursing in Karachi, Pakistan, involving 350 BScN students from the second, third, and fourth years. Data were collected using an online google form questionnaire based on John Keller's validated Attention, Relevance, Confidence, and Satisfaction (ARCS) model of motivation. Descriptive and inferential statistics, including univariate and multivariate regression analyses, were used to analyse the data.
Findings: The results indicated that students generally reported high levels of motivation and interest. Satisfaction and Interest were the highest-rated motivational domains. However, inferential analysis revealed a statistically significant negative association between the year of study and overall motivation. As students progressed to higher academic years, their levels of interest (95% C.I., β = -0.140, p = 0.042) and attention (95% C.I., β = -0.161, p = 0.019) in BL environments significantly declined. Marital status also showed a significant negative influence, while other demographic variables had limited predictive value.
Conclusion: BL is an effective pedagogical strategy in undergraduate nursing education. However, student motivation tends to decrease in later academic years. These findings highlights the need for intentional instructional design and targeted, year-specific interventions to sustain student motivation, ensuring the continued success of BL in resource-constrained settings.

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1

Last Page

126

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