The Role of Blended Learning in Enhancing Student Engagement at the Secondary School Level

Abstract

This research investigated the role of blended learning in supporting engagement among secondary school students. Using a mixed-methods exploratory sequential design, we analyzed quantitative data from 100 students and qualitative data from interviews with 10 participants, including both students and teachers. Overall, blended learning led to positive influences on cognitive engagement and behavioral engagement (student attendance), primarily due to self-paced learning opportunities, multimedia and engagement tools, and engagement support and scaffolding provided by the teachers. Despite blending learning being good option educators can use to support engagement, students and teachers faced considerable challenges, many of which were structural, such as digital inequity and teachers feeling overwhelmed with workloads, which detracted from full engagement. Based on the findings, blended learning provided potential participatory engagement and flexibility for students, but its success is dependent on secure and equitable access to devices and the internet and adequate teacher education and training. These findings provide valuable insights and considerations for educators, curriculum developers, and policymakers interested in increasing student engagement through blended learning approaches. However, there were a number of limitations, including a small sample size and lack of generalizability limiting findings - thus the need to continue research in a range of diverse and at-risk contexts.