Impact of Blended Learning Approach on Student Engagement and Academic Achievement Among B.Ed. Student

Abstract

The rapid integration of digital technologies in education has significantly transformed traditional teaching–learning processes, giving rise to blended learning as an effective instructional approach. Blended learning combines face-to-face classroom instruction with online learning components, thereby creating a flexible, interactive, and student-centered learning environment. The present study aims to examine the impact of the blended learning approach on student engagement and academic achievement among B.Ed. students.
A quasi-experimental pre-test–post-test control group design was employed, involving a sample of 60 B.Ed. students, divided equally into experimental and control groups. The experimental group was exposed to a structured blended learning intervention for four weeks, while the control group was taught using conventional lecture-based methods. Data were collected using a Student Engagement Scale and an Academic Achievement Test developed and validated by the researcher.
The findings revealed a statistically significant improvement in both student engagement and academic achievement among students exposed to the blended learning approach. Furthermore, a positive correlation was observed between student engagement and academic performance, indicating that higher levels of engagement contribute to improved learning outcomes. The study highlights the effectiveness of blended learning in promoting active participation, motivation, and deeper understanding among learners.
The results suggest that blended learning can be a powerful pedagogical strategy in teacher education programs, enabling future educators to integrate technology effectively into classroom practice. The study recommends the incorporation of blended learning approaches in curriculum design to enhance the overall quality of teaching and learning.