Mohammad Ali rostaminezhad - Associate Professor of Educational Technology, Faculty of Educational Sciences and Psychology, Birjand University, Iran.
mohsen ayati - Associate Professor, Department of Educational Sciences and Psychology, Birjand University, Iran.
Hassan Zabet - Master&#۰۳۹;s degree in Educational Research, Department of Educational Sciences, Payam Noor University, Iran.
reza arabi - M.Sc., Curriculum, Faculty of Educational Sciences and Psychology, University of Birjand, Iran.

Multi-grade classes are one of the realities of our educational system. Academic motivation is known as a challenge for educational systems in developing countries. According to the rapid advances in science and technology, the utilization of blended learning seems to solve this challenge. This study aimed to investigate the effectiveness of blended learning on students' academic motivation in multi-grade classes. The study was quasi-experimental with a pre-test-post-test design with the control group. The statistical population was all students of primary multi-grade classes in Ghaen (n=۲۲۰۰ with ۱۶۰ classes). The statistical sample was ۲۸ multi-grade students selected using the two-stage cluster sampling method. Also, to collect data, Harter's academic motivation questionnaire was used with Cronbach's alpha of ۰.۹۲. The SPSS application and covariance test used to analyze the data. The results showed that academic motivation scores in the experimental group were more than the control group (p≤۰.۰۵, f (۲۵.۱) = ۴.۲۳). According to ETA squares, the blended approach explains ۳۷% of the variance of academic motivation post-test scores (p<۰.۰۵, ŋ۲=۳۷%). According to the findings and the challenges of teaching in multi-grade classes, this method is not just one option but seems to be the best solution for resolving multi-grade problems.

Academic Motivation, Blended learning, multi-grade classes, teaching multi-grade