The Moderating Efforts of Blended Learning on The Flexible Work Arrangements Approach and Students' Performance: Evidence from Student Perceptions

This research explores students' perceptions regarding the impact of flexible working arrangements (FWA) approach on their academic performance, with a focus on the moderating role of blended learning (BL) as an educational setting. A survey was conducted with students across foundation, undergraduate, and postgraduate levels in a Malaysian university to gather insights on how FWA and BL intersect to influence their performance. The findings indicate that FWA positively and significantly influences student performance. Additionally, the integration of BL was found to enhance the relationship between FWA and student performance. This suggests that the flexibility afforded by FWA, when combined with the benefits of BL such as increased engagement and personalised learning, can lead to improved academic outcomes from the students' perspective. The study provides practical implications for educators and institutions seeking to leverage technology and flexible arrangements to create more effective and adaptive learning environments. The theoretical contributions lie in enriching existing frameworks on student engagement, educational technology integration, and the dynamics of BL settings. Overall, this research offers valuable insights into how students perceive the combined effects of FWA and BL on their academic performance.