The Influence of Student Interaction on Sense of Community and Academic Performance in Blended Learning Courses in Selected Tanzania Universities

Student interaction has been reported to be essential in enhancing students’ performance and sense of community, although it tends to differ across various variables. This study investigates students’ interaction in blended learning (BL) courses at two Tanzanian universities and how their interaction ultimately relates to a sense of community and academic performance. A total of ۴۹۲ undergraduate students studying education, accounting and economics were involved. The data were collected using the interaction and sense of community scales, and student performance was obtained from coursework scores. Furthermore, the data analysis involved mean scores, regression and Kruskal Wallis Tests. The results of this study demonstrate that students’ characteristics, such as gender and ICT skills, did not result in any significant differences regarding interaction; only degree programmes were significant. Additionally, student interaction did not predict their academic performance but only predicted their sense of community. The findings of this study indicate that degree programmes influence student interaction. Additionally, student interaction positively contributes to a sense of community without impacting academic performance. Study contribution and implications are also discussed.

Keywords:

Interaction , Sense of Community , Academic performance , blended learning , Tanzania