Özet:

This study investigated whether blended learning was more effective in inculcating learner autonomy and improving academic results among students when compared to conventional learning practices. The study used a quasi-experimental design. The participants of the study consisted of 78 lower secondary students. The study carried out two different teaching methods; a blended learning classroom for the treatment group, meanwhile a conventional learning classroom for the control group. There were 40 pupils in the treatment group and 38 pupils in the control group. Post-test analysis was carried out to understand the effectiveness of blended learning towards students’ academic achievement. A set of questionnaire was developed to identify learner autonomy after the treatment. The results indicated that there was a significant increase in academic achievement based on the pre and post-test analyses. The study also found that blended learning pedagogical practices could improve students’ learning autonomy in learning.

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