Blended Learning and Self Regulated Learning as Determinants of Academic Archievement in Elementary Education
The integration of digital technology into elementary education has accelerated the implementation of blended learning, requiring students to develop stronger self-regulated learning skills to achieve optimal academic outcomes. Although previous studies have examined these variables independently, limited research has investigated their combined contribution to academic achievement among elementary school students. This study aims to examine the effects of blended learning and self-regulated learning on students' academic achievement in elementary education, both individually and simultaneously.This research employed a quantitative explanatory design using a survey approach. The study involved elementary school students selected through proportionate random sampling. Data on blended learning and self-regulated learning were collected using validated and reliable questionnaires, while academic achievement was measured through students' academic performance records. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess the measurement model and structural relationships among the variables. The findings indicate that blended learning has a positive and significant effect on academic achievement, demonstrating that the integration of face-to-face and digital learning environments enhances students' learning outcomes. Self-regulated learning also exerts a positive and significant influence, indicating that students with stronger abilities in goal setting, self-monitoring, learning strategy management, and self-evaluation tend to achieve higher academic performance. Furthermore, the structural model reveals that blended learning and self-regulated learning jointly explain a substantial proportion of the variance in academic achievement, confirming their complementary roles in improving educational outcomes.