Abstract:
This study examines the adoption of blended learning (BL) and its impact on student
satisfaction, drawing empirical evidence from Rajarata University of Sri Lanka. As
an instructional approach that combines traditional face-to-face teaching with digital
learning environments, BL is increasingly prominent in global higher education.
However, in the Sri Lankan context, despite its potential; significant resistance among
undergraduates remains a barrier to effective implementation. The research evaluates
the influence of four critical factors; Personalized Learning Climate, Perceived
Quality, Prior Learning Experience, and Perceived Value on student satisfaction with
BL. A quantitative research design was employed using a structured questionnaire
administered to a sample of 366 undergraduates selected through cluster sampling.
The data were analyzed using SPSS with descriptive statistics, correlation, and
regression analysis to examine relationships among variables. Findings reveal that all
four factors significantly impact student satisfaction, with Personalized Learning
Climate and Perceived Quality exerting the strongest positive effects. The study
highlights the urgent need for improving digital infrastructure, enriching learning
environments, and increasing awareness of BL’s benefits among students. It
contributes to the existing body of knowledge by offering context-specific empirical
insights into factors influencing student satisfaction in blended learning environments
within Sri Lankan state universities, an area with limited prior research.
