Authors - Nguyen Ngoc-Tuan, Nguyen Van-Giap Abstract - Blended learning (BL) has played an important role in the improvement of learners. The special features of BL are useful for teachers and students, such as various learning contents, personal learning activities, and the mechanism related to authentic learning. However, the BL influences for different major students should be carefully studied and will contribute to the community. This study investigates the influences of BL based on a blended learning system (BLS) on university students’ achievement in different majors. Based on 247 courses in two years (2023 and 2024), without and with the BLS, we gathered and analysed the learning achievements of more than 9000 students from different majors stud-ying at a university. We also categorised the students into two main majors, in-cluding social science (SSCI) majors and engineering majors (SCI). Learning based on the system, the learning achievement of SSCI students is significantly higher than that of SCI students. We also found that the BLS improved the learning scores of the good students learning in both SSCI and SCI majors. Addition-ally, the SSCI students’ scores were significantly higher than those of the SCI students. The direction in the skills assessment of the SCI majors may be the main cause of the differences in university educational settings. Several suggestions on how to attract the low-scoring students to learn actively with BLS were also given. The important findings can contribute to the community to develop and apply blended learning for the different university major contexts.
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