Blended learning-driven interdisciplinary project-based approach: Gender differences in learning achievement and perceptions of university students

Blended learning is an educational strategy integrating online educational resources and engagement possibilities with traditional learning. Flipped classroom and inquiry-based learning refer to blended learning, emphasizing students' participation in learning by working collaboratively. Such a learning process motivates the students to relate to and apply experiential knowledge until their learning behaviors change and they can apply knowledge and skills in their daily lives. The emphasis is on students' roles and participation through various learning modes. In addition, the teachers have been recommended to change their roles from knowledge transfer to coaching, triggering the students to learn through systematic analytical thinking through knowledge exchange between teachers and students. Consequently, this study integrated system analysis and instructional design into the web programming course, focusing on students' abilities to analyze and apply system principles for the business sector in an interdisciplinary model. The teacher planned and designed lessons and learning activities inside and outside classes by assigning projects integrating the contents of both courses for the students; they would create concepts for solving problems in the same direction. The data analysis revealed that: (a) male students have higher average scores than female students, (b) female students perform better than male students in learning activities and perceived usefulness dimention, and (b) male students perform better than female students in learning environments dimention. Furthermore, this suggested approach enhances students' ability to effectively apply knowledge and skills in their studies or future occupations.