The Evolution Of Education In The Digital Era: Examining The Impact Of Blended Learning And Self-Directed Learning On Student Achievement In Principles Of Accounting

Abstract

The integration of innovative pedagogical approaches, such as blended learning and self-directed learning, has garnered significant attention in modern education. This study investigates their influence on student achievement in Principles of Accounting. Through a survey of 400 form four students in secondary schools in the Southern Zone of Malaysia, namely in the states of Johor, Melaka, and Negeri Sembilan to identify the influence of computer technology in blended learning on achievement. Data were collected using adapted and modified questionnaires from previous studies. Inferential data analysis was conducted using the Smart PLS analysis technique. Smart PLS version 4.0 software was utilized to assess relationships and mediation effects in the study. Results indicate significant relationships between blended learning elements, self-directed learning, and student achievement. Mediation analysis reveals full mediation between school and self-directed learning, and complementary mediation for teachers and content with partial mediation. Supported hypotheses underscore the significant impact of blended learning components on student achievement. The results suggest that blended learning, when coupled with self-directed learning principles, plays a pivotal role in enhancing student achievement in Accounting Principles. This study contributes to the growing body of literature on innovative pedagogical approaches and underscores the importance of leveraging technology in modern education.