Examining the Effect of Blended Learning on Students’ Learning Outcomes and Engagement

Abstract

The rapid integration of digital technology into higher education has encouraged the adoption of blended learning as an instructional approach that combines face-to-face and online learning activities. This study aims to examine the effect of blended learning on students’ learning outcomes and engagement in a higher education context. A quantitative research design with a cross-sectional survey approach was employed in this study. Data were collected from 210 undergraduate students who had experienced blended learning for at least one academic semester. A structured questionnaire was used to measure blended learning implementation, students’ learning outcomes, and student engagement, with all items assessed using a five-point Likert scale. The collected data were analyzed using descriptive statistics and multiple regression analysis. The results indicate that blended learning has a positive and statistically significant effect on students’ learning outcomes. In addition, blended learning was found to have a stronger positive effect on student engagement, suggesting that well-designed blended learning environments promote active participation and sustained involvement in learning activities. The findings demonstrate that blended learning contributes meaningfully to academic performance by fostering higher levels of engagement and interaction through the integration of online and face-to-face instructional components. This study provides empirical evidence supporting the effectiveness of blended learning in enhancing both cognitive and affective aspects of learning. The results offer practical implications for educators and higher education institutions in designing and implementing blended learning strategies that emphasize instructional quality, interactive learning activities, and institutional support. Despite its contributions, this study is limited by its cross-sectional design and reliance on self-reported data. Future research is encouraged to adopt longitudinal approaches and include additional variables to further explore the mechanisms underlying the impact of blended learning on student learning outcomes and engagement.