ABSTRACT
Purpose: This research aims to explore the existing relationship between blended learning and students’ learning achievements. Moreover, this research used the students' music receptivity as a mediating variable and student attitudes towards music use as a moderating variable among the relationship of blended learning and students learning achievements. Method: This research collected data from 241 arts programs of three universities enrolled in various academic programs in Saudi Arabia. To achieve the aim of this research this study has employed the STATA software with SEM (structural equation modeling) approach. Findings: Findings of this research have shown a significant association between direct relationships of blended learning and students’ learning achievements. Moreover, findings also confirmed that the relationship between blended learning and students’ learning achievements is also moderated by student attitudes towards music use and mediated by students' music receptivity. Originality/Implications: This research shows that music and blended learning improve student engagement and success. The empirical evidence from this research conducted in Saudi Arabian institutions' arts programs enhances current understanding of academic achievement in higher education. This research shows that engaging in creative teaching methods and fostering a supportive learning environment that promotes student's holistic development is crucial for educators and policymakers.
