Abstract

This study examined the effects of blended learning on critical thinking (CT) and problem solving (PS) skills and motivation. Out of 157 psychology majors, 72 were randomly chosen and assigned to either an experimental (EG) or a control group (CG). The former attended to blended learning while the latter experienced the course traditionally for one semester. The hypotheses were: (a) the EG would think more critically and in a problem solving manner compared to the CG and (b) the EG would be more intrinsically motivated to learn and would ascribe more value to course activities and contents than the CG. Data were collected through examination questions and the Motivated Strategies Learning Questionnaire. Results indicated that both groups performed equally on CT and PS tasks. In contrast, the EG students were more significantly intrinsically motivated and ascribed more significant value to course activities and contents than the CG. Implications were discussed.