Self-Efficacy and Effect on Blended Learning in Moral Education Course Among Students

Abstract

This study explored the impact of blended learning on self-efficacy in moral education among 414 university students in China. The respondents, mostly female, were primarily freshmen. They experienced blended learning as the dominant teaching format, with face-to-face and online formats also present. The analysis revealed no significant gender-based discrepancies in self-efficacy across most domains, except for notable differences in ICT skills and enlisting peer and social support, pointing to potential gender-specific areas for intervention. The study identified significant correlations between students' self-efficacy and the effectiveness of teaching moral education in blended learning environments. Higher self-efficacy among students was associated with better teaching outcomes in blended learning contexts. These findings highlight the importance of enhancing students' self-efficacy to improve the success of blended learning in moral education. The results suggest that educators could focus on building self-efficacy to optimize the effectiveness and impact of blended learning in moral education courses.