The rapid evolution of educational technologies has necessitated pedagogical transformations, particularly in technical and vocational education domains such as electronics technology. This study proposes and validates an analytical framework designed to evaluate the impact of inquiry-driven blended learning strategies on students’ academic performance. Grounded in constructivist learning theory and the Atkin-Karplus Learning Cycle, the research integrates inquiry-based methodologies with blended learning environments to enhance conceptual understanding and applied competencies. A mixed-methods approach is adopted, combining quantitative performance analysis with qualitative insights into learner engagement and instructional effectiveness. The findings indicate that inquiry-driven blended learning significantly improves academic achievement, critical thinking, and problem-solving skills. The framework highlights the interplay between instructional design, technological tools, and learner-centered inquiry processes. Implications for curriculum design, teaching strategies, and institutional policy are discussed, alongside limitations and recommendations for future research.

Inquiry-Based Learning, Blended Learning, Electronics Technology Education, Academic Performance

Anesman Abdul Rahman, Mohd Azlan Mohammad Hussain, & Rafeizah Mohd Zulkifli. (2020). Teaching vocational with technology: a study of teaching aids applied in Malaysian vocational classroom. International Journal of Learning, Teaching and Educational Research, 19(7). 176-188.

Annisa, D., & Rohaeti, E. (2018). The effect of inquiry-based learning on students’ understanding of the chemical equilibrium concept. AIP Conference Proceedings, 2021(1).

Azaman Ishar. (2012). Kesan inovasi MTEP LK dalam pengajaran dan pembelajaran lukisan kejuruteraan dalam kalangan pelajar tingkatan empat di Sekolah Menengah Teknik [The impact of MTEP LK innovation in the teaching and learning of engineering drawings among fourth-grade students at the Malaysian Technical High School]. (Unpublished thesis). Bangi: Universiti Kebangsaan Malaysia.

Bahagian Pembangunan Kurikulum. (2016). Panduan pelaksanaan pengajaran dan pembelajaran berasaskan inkuiri [The implementation of inquiry-based teaching and learning guideline]. Putrajaya: Kementerian Pendidikan Malaysia

Brookes, W. (2018). Inquiry-based learning of database concepts. 2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET), (pp. 1-6).

BSCS & IBM (1989). New designs for elementary science and health: A cooperative project between Biological Sciences Curriculum Study (BSCS) and International Business Machines (IBM). Dubuque, IA: Kendall/Hunt Publishing Company.

Cochran-Smith, M., & Zeichner, K. (2005). Studying teacher education: The report of the AERA panel on research and teacher education. Mahwah, NJ: Lawrence Erlbaum

Cooper, D.R. and Schindler, P.S. (2006) Business Research Methods. 8th Edition, McGraw Hill, Tata.

Cooperstein, S. E., & Kocevar-weidinger, E. (2004). Beyond active learning : A constructivist approach to learning. Reference Services Review32(2). 141-148.

Faizah Abdul Karim, Rafidah Sinone, Juliyana Baharudin, & Norashikin Sahadan. (2005, Oktober). Keperluan pembelajaran berasaskan multimedia bagi subjek Sistem Elektronik 1: satu kajian rintis di Politeknik Pasir Gudang (PJB) [Multimedia-based learning needs for Electronic Systems subject: A pilot study at Pasir Gudang Polytechnic]. Seminar Pendidikan 2005, Fakulti Pendidikan, Univerisiti Teknologi Malaysia.

Kamarul Azmi Jasmi, Mohd Faeez Ilias, Ab. Halim Tamuri, & Mohd Izham Mohd Hamzah. (2011). Amalan penggunaan bahan bantu mengajar dalam kalangan guru cemerlang Pendidikan islam sekolah menengah di Malaysia [Teaching aids aplicationamong excellent teachers of Islamic Education in Malaysian middle school]. Journal of Islamic and Arabic Education. 3(1). (ms. 59-74).

Karplus, R. and Their, H. D. (1967). Atkin-Karplus Learning Cycle (in Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N.). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs,

Kementerian Pendidikan Malaysia. (2013). Malaysia Education Blueprint 2013-2025 (Pre-school to Secondary Education). Putrajaya. Kementerian Pendidikan Malaysia.

Khairul Anuar Abdul Rahman, Muhammad Sukri Saud, Yusri Kamin & Norazrena Abu Samah. (2015). Masalah dalam pengajaran dan pembelajaran bagi kursus Teknologi Elektrik di Kolej Vokasional [Problems in teaching and learning for Electrical Technology courses at Vocational Colleges]. Jabatan Teknikal, Jabatan Pendidikan Sains, Matematik dan Multimedia Kreatif, Universiti Teknologi Malaysia.

Koohang, A. (2009). A Learner-Centred model for blended learning design. Int. J. Inno.and learning, 6(1). 76-91.

Marlini Mansor. (2017). Keberkesanan penggunaan EDUBASE dalam kalangan pelajar teknikal yang berbeza gaya kognitif, afektif dan psikomotor di Politeknik Malaysia [The effectiveness of using EDUBASE among technical students with different cognitive, affective and psychomotor styles at Malaysian Politechnics]. (Unpublished thesis). Batu Pahat: Universiti Tun Hussein Onn Malaysia.

Mohammad Hussainet al., Journal of Technical Education and Training Vol.15 No. 2 (2023) p. 21-3231

Mohammad Hussainet al., Journal of Technical Education and Training Vol. 15 No. 2 (2023) p. 21-3232

Muhamad Azhar Stapa, Mohamad Ibrahim & Amri Yusoff. (2017). Kolaborasi dalam pendidikan vokasional: Mewujudkan Pembelajaran Teradun Melalui Teknologi Web 2.0 [Collaboration in vocational education: Creating blended learning through Web 2.0 technology]. Jurnal of ICT in Education (JICTIE). 17 (4), 35-51.

Nisa, E. K., Koestiari, T., Habibbulloh, M., & Jatmiko, B. (2018, March). Effectiveness of guided inquiry learning model to improve students’ critical thinking skills at senior high school. J.of Physics: Conference Series 997(1).

Reza, R., Marianus, S., Rasmitadila, Megan., Asri, H., Rusi, R. A., Achmad, S., & Muhammad, N. (2020). Use of blended learning with moodle: Study effectiveness in elementary school teacher education students during the COVID-19 pandemic.

Shambhavi, B. R., Mallikharjuna Babu (2015). Blended Learning an Integrated Learning Solution in Undergraduate Engineering Education: A Case Study, (ms. 311-314).

Siti Nur Kamariah Rubani, Norraliza Norrahim, Norhasyimah Hamzah, Arihasnida Ariffin & Tamil Selvan Subramaniam. (2018). Penggunaan kaedah inkuiri penemuan terhadap minat pelajar dalam eksperimen Sains tahun 5 [The use of inquiry methods for student interest in year 5 Science experiment]. Online Journal for TVET Practitioners.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Yadav, A., & Barry, B. E. (2009). Using Case-based Instruction to Increase Ethical Understanding in Engineering: What do we know? What do we need ?, 25(1), (ms. 138-143).

Yadav, A., Subedi, D., Lundeberg, M. A., & Bunting, C. F. (2011). Problem‐based learning : Influence on students learning in an Electrical Engineering course problem-based learning : Influence on students’ learning in an Electrical Engineering course.

Zanariah Ahmad. (2017). Pembangunan modul pedagogi kelas berbalik berasaskan pembelajaran reflektif untuk Politeknik Premier [The Development of flipped class pedagogy module based on reflective learning for Malaysian Premier Polytechnic]. (Unpublished PhD Thesis). Kuala Lumpur: