الفهرس 
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Abstract
Blended learning was explained as a learning approach that combines between
different delivery methods and styles of learning. Learning styles, personality traits, intellectual
ability and satisfaction are found to be the main factors that impact the academic achievement of
students. Aim of the study: It aimed at assess students satisfaction with blended learning and
their learning style in relation to academic achievement at Faculty of Nursing in Suez Canal
University. Subjects and methods: A correlational descriptive design was conducted at the
Faculty of Nursing in Suez Canal University. Sample included 304 nursing students from the
third and fourth academic years. Self-instruction tools were used for data collection namely;
student satisfaction with blended learning scale and grasha - riechmann student learning styles
scale, beside to the students’ academic achievement sheets. Results: The highest percentage of
nursing students recorded a moderate level of satisfaction with blended learning (65.1%)
compared to high level of satisfaction (16.4%). Independent learning style recorded the highest
mean score (37.48±4.33) compared to avoidant learning style (32.69±5.14). Besides, it was
found that the highest percentage of nursing recorded excellent level (47.7%) compared to
acceptable level (3%). Conclusion: There was a significant positive correlation between total
students satisfaction with blended learning and all learning styles except dependent style,
compared to academic achievement which had no significant correlation. Recommendations:
Holding training courses for all students and educators to train them on best practices during
applying blended learning strategies, and energizing active participation of students during practicing blended learning activities are recommended.