Open AccessModeling Business vs Non-Business Students Blended Learning Experience: Invariance Assessment and Multigroup Analysis
Author(s) -
Noraini Nasirun,
AUTHOR_ID,
T. Ramayah,
Shaiful Annuar Khalid,
Shafiq Shahruddin,
AUTHOR_ID,
AUTHOR_ID,
AUTHOR_ID,
AUTHOR_ID,
AUTHOR_ID,
AUTHOR_ID
Publication year - 2021
Publication title -
asian journal of business research
Language(s) - English
Resource type - Journals
eISSN - 2463-4522
pISSN - 1178-8933
DOI - 10.14707/ajbr.210114
Subject(s) - social constructivism , constructivism (international relations) , psychology , significant difference , entrepreneurship , mathematics education , computer science , knowledge management , pedagogy , mathematics , business , political science , statistics , international relations , finance , politics , law
Usually, business students perform better in entrepreneurship subjects as compared to non-business students. This study aims to compare performance between business and non-business students. Five variables (student engagement, student interactions, satisfaction, efficiency, and effectiveness) were included in the research framework as this study was underpinned by the Social Constructivism Approach. The study used a structured questionnaire to collect data from business students and nonbusiness students who were enrolled in the course Fundamental of Entrepreneurship. The data for the study was analyzed using SmartPLS 3.3.3. First, the invariance of measurement items was assessed using the Permutation analysis and then we ran a multigroup analysis to assess the measurement, structural model and group comparison. The results of this study reveal a significant difference between the positive direct effect between student interaction and effectiveness among business and non-business students. The results also show a significant difference between the indirect effect between student engagement and effectiveness among the compared groups. This study contributes to the literature within the spectrum of the Social Constructivism Approach. Moreover, the study outlines practical contributions to the higher learning institutions that use the online learning approach for large classrooms.