A Cross-Sectional Analysis of Student Perceptions Toward Face-to-Face and Blended Learning Effectiveness in Applied Exercise Rehabilitation Course between Faculty Sports Science and Recreation UiTM Campuses
DOI:
https://doi.org/10.24191/mjssr.v22i1.9980Keywords:
blended learning, face-to-face instruction, student perceptions, exercise rehabilitation, psychomotor learning, multi-campus educationAbstract
This study examined differences in student perceptions of face-to-face (F2F) and blended learning (BL) effectiveness in Applied Exercise Rehabilitation courses across four Faculty of Sport Science and Recreation (FSR) Universiti Teknologi MARA (UiTM) campuses in Malaysia. A cross-sectional survey design was employed, with 212 undergraduate students completing a structured questionnaire assessing perceived effectiveness in developing fundamental knowledge, clinical skills, and social competency, alongside learning enjoyment. Chi-square tests of independence with adjusted standardised residuals were conducted to identify campus-specific variations. Results revealed consistently positive F2F perceptions across all campuses, with significant differences observed for fundamental knowledge (p=.004) and social competency (p=.025). However, substantial campus variations emerged for BL perceptions across all domains (p=.001), with FSR UiTM Seremban demonstrating the most favourable perceptions and FSR UiTM Arau exhibiting the least favourable perceptions. Similar patterns were observed for learning enjoyment, where F2F classes received uniformly positive ratings while BL enjoyment differed significantly across campuses (p=.001). These findings suggest that campus-specific factors, including technological infrastructure and instructional design quality, significantly influence BL experiences in psychomotor-intensive disciplines. The study recommends targeted interventions to address campus disparities and emphasises maintaining substantive F2F components for practical skill development within BL frameworks.
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