Blended Learning pedagogical practices for improving students’ learning autonomy and academic results in learning

  • Kung-Teck Wong Sultan Idris Education University - MALAYSIA
  • Mohd Sahandri Ghani Hamzah Sultan Idris Education University - MALAYSIA
  • Pauline Swee Choo Goh Sultan Idris Education University - MALAYSIA
  • Norazilawati Abdullah Sultan Idris Education University - MALAYSIA
  • Siti Khatijah Sultan Idris Education University - MALAYSIA
Keywords: Blended learning; teaching English as a Second Language; Short Story; learner autonomy.


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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How to Cite
Wong, K.-T., Ghani Hamzah, M. S., Choo Goh, P. S., Abdullah, N., & Khatijah, S. (2019). Blended Learning pedagogical practices for improving students’ learning autonomy and academic results in learning. Religación. Revista De Ciencias Sociales Y Humanidades, 4(14), 232-239. Retrieved from