DLSU Senior High School Research Congress Conference Proceedings
Document Type
Paper Presentation
Research Advisor (Last Name, First Name, Middle Initial)
Andal, Arvie S.
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 a causal-comparative analysis as a research design and 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