Abstract:
Blended learning, which integrates online lessons with traditional classroom
teaching, has become a widely adopted approach in Sri Lankan universities. While it
offers benefits such as flexible learning schedules, increased access to educational
resources, and opportunities for independent study, it may also contribute to higher
levels of academic stress. Challenges such as heavy workloads, technical difficulties,
and limited direct interaction with peers and lecturers can negatively affect students’
academic experiences. This study explores how blended learning influences the
academic stress of undergraduates in state universities in Sri Lanka. Four key factors
were analyzed: personalized learning climate, perceived quality, prior learning
experience, and perceived value. A quantitative research design was adopted, and
data were collected from 384 undergraduates using a structured questionnaire. The
responses were analyzed using SPSS software through descriptive statistics,
correlation, and regression analysis. The findings indicate that supportive academic
guidance and emotional assistance significantly reduce stress levels among students.
A positive learning environment and favourable perceptions of the value of blended
learning also contribute to lowering academic stress. In contrast, excessive workloads
and inadequate interaction were found to increase stress. Prior learning experience
showed a moderate impact, suggesting that students with stronger academic
backgrounds adapt more effectively to blended learning. Overall, the study
emphasizes the importance of developing student-centered support structures in
blended learning environments. By fostering a responsive, supportive, and engaging
academic culture, universities can help reduce academic stress while enhancing
student satisfaction and overall learning outcomes.
