Do Academically Marginal Students Benefit from Emotional and Blended Learning Support?

Pamela M. H. Kwok, Paula Hodgson


Engaging all students at the same pace of learning is impossible for educators, and many low academic achievers commonly have low self-perception, low motivation and a lack of self-regulation for academic study. This paper attempts to explore the academic performance problems faced by Generation Z in the bottom quartile studying service marketing and their successful transformation story for their study at a community college in Hong Kong. A series of learning design activities, such as weekly online exercises (self-evaluation), weekly online videos and eTutorials were arranged for the class. This paper examines how students with low academic achievement responded in activities. Data archived in the learning management system on how they participated in activities and academic data performed by these students in mid-term test, quiz grade and final examination were used for analysis. Apart from the outside classroom activities, the teacher carried out individual consultations to address individual needs and provided additional time and effort to motivate students to learn. They subsequently made significant improvements in their final examination and recorded high satisfaction about their performance.

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