Comparing Students’ Engagement and Basic Psychological Needs Satisfaction in Blended and Traditional Learning Environments
Document Types
Paper Presentation
School Name
De La Salle University, Manila
Track or Strand
Science, Technology, Engineering, and Mathematics (STEM)
Research Advisor (Last Name, First Name, Middle Initial)
Andal, Arvie, S.
Start Date
23-6-2025 1:30 PM
End Date
23-6-2025 3:00 PM
Zoom Link/ Room Assignment
Y303 (Hyflex) / Meeting Link: https://zoom.us/j/96165345607 Meeting ID: 961 6534 5607 Passcode: 086392
Abstract/Executive Summary
Student engagement has changed as a result of blended learning, a learning modality that combines in-person instruction with online course delivery. Beyond the models that are frequently studied, engagement in other blended learning environments must be examined using a clearly defined framework; hence, this study aims to address this gap. This study compared and measured the basic psychological needs and engagement levels of two student populations, enriched virtual blended learning and traditional face-to-face learning, using the Self-Determination Theory as a framework. 115 senior high school students participated in the data collection process; 39 used the enriched virtual model, and 76 used the conventional face-to-face model. The key findings showed that: (i) the difference in the level of basic psychological needs satisfaction between the two groups was not statistically significant; (ii) affective engagement levels were significantly higher in the enriched virtual model while the level of behavioral engagement was significantly higher in the face-to-face model; and (iii) agentic engagement levels were significantly higher in the face-to-face model. In conclusion, while affective, behavioral, and agentic engagement levels produced significant differences, cognitive engagement and basic psychological needs satisfaction remained the same across both learning environments. Further opportunities for research would include making improvements to the sampling method as well as implementing more specific environmental variables, such as instructor availability, while further investigating its impact on agentic engagement.
Keywords
blended learning; basic psychological needs; student engagement; Self-Determination Theory; learning environment
Research Theme (for Paper Presentation and Poster Presentation submissions only)
21st Century Learning and Innovations (CLI)
Initial Consent for Publication
yes
Statement of Originality
yes
Comparing Students’ Engagement and Basic Psychological Needs Satisfaction in Blended and Traditional Learning Environments
Student engagement has changed as a result of blended learning, a learning modality that combines in-person instruction with online course delivery. Beyond the models that are frequently studied, engagement in other blended learning environments must be examined using a clearly defined framework; hence, this study aims to address this gap. This study compared and measured the basic psychological needs and engagement levels of two student populations, enriched virtual blended learning and traditional face-to-face learning, using the Self-Determination Theory as a framework. 115 senior high school students participated in the data collection process; 39 used the enriched virtual model, and 76 used the conventional face-to-face model. The key findings showed that: (i) the difference in the level of basic psychological needs satisfaction between the two groups was not statistically significant; (ii) affective engagement levels were significantly higher in the enriched virtual model while the level of behavioral engagement was significantly higher in the face-to-face model; and (iii) agentic engagement levels were significantly higher in the face-to-face model. In conclusion, while affective, behavioral, and agentic engagement levels produced significant differences, cognitive engagement and basic psychological needs satisfaction remained the same across both learning environments. Further opportunities for research would include making improvements to the sampling method as well as implementing more specific environmental variables, such as instructor availability, while further investigating its impact on agentic engagement.
https://animorepository.dlsu.edu.ph/conf_shsrescon/2025/paper_cli/5
