Adoption of Blended Learning in Computer Science Education: A Study Using the IS Success Model
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Universiti Malaysia Sarawak
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This study investigates the adoption of blended learning in computer science education at Universiti Malaysia Sarawak (UNIMAS), focusing on how Learning Management System (LMS) quality influences student satisfaction, engagement, and academic performance. Guided by the Technology Acceptance Model (TAM) and the Information Systems Success Model (IS Success Model), the research examines how System Quality, Information Quality, and Service Quality influence Perceived Usefulness (PU) and Perceived Ease of Use (PEOU), and how these perceptions affect students’ academic performance. A quantitative survey design was employed, using a structured questionnaire administered to 191 undergraduate computer science students. Data were analyzed in SPSS using descriptive statistics, reliability testing, correlation, multiple regression analysis, and diagnostic checks. The findings revealed that System Quality and Information Quality significantly predicted both PU and PEOU, while Service Quality showed no significant direct effect. PU significantly influenced Satisfaction and Engagement, which in turn were strong predictors of Academic Performance. However, PEOU did not directly influence Satisfaction or Engagement. Overall, six out of nine hypotheses were supported. Qualitative insights from open-ended survey responses further contextualized students’ challenges and suggestions for improving LMS effectiveness. The study validates a refined Blended Learning Adoption Model tailored for technical education and highlights the central role of perceived usefulness, content quality, and student engagement in supporting academic success. Practical implications are offered for LMS designers, educators, and academic institutions seeking to improve blended learning effectiveness.