Abstract

Students' self-efficacy has sparked research interest worldwide, as it has been found to impact their learning performance and engagement during their studies. High self-efficacy results in students feeling more capable of achieving success in their coursework and goals. In accounting education, research is limited, especially in blended learning environments. However, studies have shown that high student self-efficacy is linked to participation levels and active exchange of opinions and knowledge, making them more satisfied and capable. This study aims to explore the levels of self-efficacy among undergraduate accounting students by comparing traditional and blended classes. The research is a case study with a quantitative methodological design, using the scientific tool of questionnaires, and the data collected were analyzed using the statistical program SPSS v 2023. The findings revealed that the blended teaching approach contributes to students' self-efficacy, influenced by their commitment and dedication to the subject. These results are significant for the academic community, raising issues of adopting modern teaching approaches like blended learning and offering opportunities for students to become more autonomous and develop academic self-confidence.

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