IJIET 2026 Vol.16(7): 1760-1769
doi: 10.18178/ijiet.2026.16.7.2639
doi: 10.18178/ijiet.2026.16.7.2639
Effects of ICT-supported Learning Models and Behavioral Factors on Academic Performance in Professionally Oriented Schooling with Production Tasks: Evidence from a Quasi-experimental Study
Gulzhuzim Mendigaliyeva 1, Tamara Karazhigitova 2, Zhupar Bilyalova 2, Smagulov Yessengali 1,*,
Maxot Rakhmetov 3,*, and
Zhanargul Kabylkhamit 3
1. Department of Physics and Mathematics, Zhetysu University named after I. Zhansugurov, Taldykorgan, Kazakhstan
2. Department of Mathematics and Methods of Teaching Mathematics, Kh. Dosmukhamedov Atyrau University, Atyrau, Kazakhstan
3. Department of Computer Science, Kh. Dosmukhamedov Atyrau University, Atyrau, Kazakhstan
Email: guljuzimhamitovna@gmail.com (G.M.); Karazhigitovatamara@gmail.com (T.K.); zhupartaren@gmail.com
*Corresponding author
2. Department of Mathematics and Methods of Teaching Mathematics, Kh. Dosmukhamedov Atyrau University, Atyrau, Kazakhstan
3. Department of Computer Science, Kh. Dosmukhamedov Atyrau University, Atyrau, Kazakhstan
Email: guljuzimhamitovna@gmail.com (G.M.); Karazhigitovatamara@gmail.com (T.K.); zhupartaren@gmail.com
*Corresponding author
Manuscript received November 10, 2025; revised December 3, 2025; accepted January 20, 2026; published July 15, 2026
Abstract—This study investigates the effects of Information and Communications Technology (ICT)-supported learning models and students’ behavioral activity on academic performance in professionally oriented secondary education. Using a quasi-experimental pre-test/post-test design, three instructional models were compared: traditional instruction (Control Group (CG)), blended learning with digital tools Inquiry-Based Learning (IBL), and an ICT-supported production-task–based model Digital Learning Tasks (DLT). The study involved 156 students in grades 9–10 over a 16-week intervention. Academic achievement, critical thinking, and professional self-efficacy served as outcome variables, while online and offline behavioral indicators (learning management system activity, classroom engagement, and production-task reports) were analyzed as explanatory factors. The results show that both ICT-supported models significantly outperformed traditional instruction in academic achievement (Analysis of Variance (ANOVA), p < 0.001), critical thinking, and self-efficacy (p < 0.001). Regression analyses revealed that classroom engagement and the quality of production-task reports were the strongest predictors of academic performance (β = 0.56–0.71, p < 0.01), while baseline knowledge was significant only in the traditional model. The novelty of this study lies in reconceptualizing professionally oriented schooling as a behaviorally mediated learning process and empirically demonstrating how production-based tasks and behavioral indicators explain the effectiveness of ICT-supported instruction.
Keywords—Information and Communications Technology (ICT)-supported learning, production tasks, academic performance, behavioral indicators, professionally oriented education
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—Information and Communications Technology (ICT)-supported learning, production tasks, academic performance, behavioral indicators, professionally oriented education
Cite: Gulzhuzim Mendigaliyeva, Tamara Karazhigitova, Zhupar Bilyalova, Smagulov Yessengali, Maxot Rakhmetov, and Zhanargul Kabylkhamit, "Effects of ICT-supported Learning Models and Behavioral Factors on Academic Performance in Professionally Oriented Schooling with Production Tasks: Evidence from a Quasi-experimental Study," International Journal of Information and Education Technology, vol. 16, no. 7, pp. 1760-1769, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).