The rapid transformation of technical and vocational education requires instructional models that integrate active learning strategies with digital learning environments. This study proposes a comprehensive evaluative framework for assessing the impact of inquiry-based blended learning modules on academic performance in Electronics Technology Education. The framework integrates pedagogical inquiry principles, constructivist learning theory, and blended learning design models to analyze student achievement outcomes in technical disciplines. Grounded in inquiry-based learning research (Annisa & Rohaeti, 2018; Nisa et al., 2018), blended instructional design principles (Koohang, 2009; Shambhavi & Mallikharjuna Babu, 2015), and vocational education practices (Anesman Abdul Rahman et al., 2020), the study conceptualizes learning effectiveness through cognitive, psychomotor, and affective dimensions.
The methodology adopts a structured framework combining instructional design variables, learner engagement indicators, and performance assessment metrics. The study further synthesizes constructivist learning theory (Vygotsky, 1978; Cooperstein & Kocevar-weidinger, 2004) with inquiry-based instructional cycles (BSCS & IBM, 1989; Karplus & Their, 1967). Findings from literature synthesis indicate that inquiry-based blended learning significantly enhances conceptual understanding, problem-solving ability, and critical thinking skills, particularly in technical subjects such as electronics engineering. However, implementation challenges such as digital readiness, instructor competency, and curriculum alignment remain critical barriers.
The proposed framework contributes to educational technology research by offering a structured evaluation model for assessing blended learning effectiveness in vocational electronics education contexts.

Inquiry-based learning, blended learning, electronics technology education, academic performance

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