Examining the Impact of Learning Autonomy on Learning Performance in Blended Learning: Evidence from Higher Vocational Food Science Students

Blended learning has become a pivotal instructional approach in higher vocational education; however, the factors that influence student performance within this context remain insufficiently examined. This study examines the effects of learning autonomy, learning satisfaction, and learning engagement on learning performance among students enrolled in Higher Vocational Food Science programs within a blended learning environment. A quantitative research design was adopted, and data were collected through a structured survey administered to a sample of students. Structural Equation Modeling (SEM) was employed to analyze the relationships among the core variables. The results indicate that learning autonomy, learning satisfaction, and learning engagement all significantly influence learning performance. Moreover, both learning satisfaction and learning engagement serve as significant mediators in the relationship between learning autonomy and performance. These findings underscore the importance of promoting learning autonomy to enhance engagement and satisfaction, ultimately leading to improved academic outcomes. This study contributes to the growing body of research on student success in vocational education and offers practical implications for optimizing blended learning strategies.