Ernesto Nelson Tamele

Evaluating the Effectiveness of Blended Learning on Student Engagement and Academic

Achievement in Secondary Schools

Licenciatura in Teaching English as a Foreign language

Universidade Pedagógica

Maputo

2024
Abstract

The integration of technology into education has become an increasingly prominent

trend, particularly with the rise of blended learning environments. Blended learning
combines traditional classroom methods with online learning platforms, offering a
flexible approach that has the potential to enhance both student engagement and
academic performance. According to the Community of Inquiry framework, effective
educational practices occur when cognitive, social, and teaching presence intersect,
promoting deeper learning experiences for students (Garrison, Anderson, & Archer,
2001). This study aims to investigate the effectiveness of blended learning on secondary
school students' academic achievement and their levels of engagement.

The research problem revolves around the question of how blended learning influences
the learning experience in secondary schools, particularly in terms of student
engagement and overall academic performance. While existing literature suggests
positive outcomes of blended learning in higher education, there is limited research on
its application and outcomes at the secondary education level. Therefore, this study
seeks to address this gap by focusing specifically on high school students.

This will be a mixed-methods research design, combining both qualitative and

quantitative approaches. Data will be collected through surveys administered to students
to assess their engagement levels, along with academic records to evaluate their
performance before and after the implementation of blended learning strategies.
Additionally, interviews with teachers will provide insights into their perceptions of the
effectiveness of blended learning in their classrooms. Statistical analysis will be
conducted on academic performance data, while thematic analysis will be employed to
interpret the interview responses.

The anticipated findings of this research are twofold. First, it is expected that students
engaged in blended learning environments will show higher levels of academic
achievement compared to those in traditional classrooms. Second, the study
hypothesizes that blended learning will foster increased student engagement,
particularly in terms of motivation and participation, due to the interactive and flexible
nature of the learning model.

Key concepts for this research include blended learning, student engagement,
academic achievement, and secondary education. By addressing these areas, this
study aims to contribute valuable insights to the growing body of literature on blended
learning, offering implications for educators and policymakers aiming to improve
student outcomes through innovative instructional methods.
Table of Contents

1. Introduction and Background to the Field of Study

1.1 Background to the Problem and Research Question
1.2 Investigative Questions
1.3 Objectives of the Study
1.4 Hypotheses

2. Theoretical Framework
2.1 Key Theories and Models
2.2 Application of the Theoretical Framework to Blended Learning
3. Literature Review
3.1 Previous Research on Blended Learning
3.2 Impact of Blended Learning on Student Engagement
3.3 Blended Learning and Academic Achievement
4. Research Design and Methodology
4.1 The Study Design
4.2 Place of Study
4.3 Population and Sample
4.4 Data Collection Tools
4.5 Data Analysis Techniques
4.6 Ethical Considerations
4.7 Limitations of the Study
5. Chapter Analysis and Discussion
6. Research Time Schedule
7. Bibliography
1. INTRODUCTION AND BACKGROUND TO THE FIELD OF
STUDY

The landscape of education is continually evolving, with technological advancements

reshaping traditional methods of teaching and learning. One such innovation that has
gained significant traction in recent years is blended learning. Blended learning is an
educational approach that combines face-to-face classroom instruction with online
learning experiences, allowing for a more flexible and personalized learning
environment. As technology becomes more integrated into the classroom, it presents
opportunities for educators to improve student engagement, motivation, and
achievement, particularly in subjects like English language teaching (ELT).

In the context of secondary schools, where students are preparing for higher education
and the workforce, fostering strong language skills is crucial. English, as a global lingua
franca, is central to the curriculum in many educational systems. However, challenges
such as student disengagement, lack of personalized learning opportunities, and limited
access to resources can hinder the development of language proficiency. As the world
continues to shift towards more digitalized environments, blended learning offers
potential solutions to address these issues by incorporating online platforms, digital
resources, and interactive tools alongside traditional teaching methods.

As noted by Garrison, Anderson, and Archer (2001), "The community of inquiry

framework suggests that effective learning takes place when cognitive, social, and
teaching presence are integrated." This framework underscores the importance of a
balanced approach, which blended learning aims to achieve by combining the strengths
of both online and face-to-face environments. The application of blended learning in the
secondary school setting has the potential to enhance English language learning by
increasing engagement and offering students a variety of learning modalities that cater
to different learning styles and needs.

This study has been chosen to explore how blended learning can be applied in
secondary school English language classrooms. The decision to investigate this area
stems from the growing demand for innovative approaches to teaching English,
particularly in environments where traditional methods may fall short in engaging
today’s tech-savvy students. Additionally, the rapid development of digital tools and
resources provides an ideal opportunity to assess how these technologies can be
effectively integrated into English language instruction.

The significance of this research lies in its potential to inform teaching practices and
contribute to the ongoing development of effective language instruction strategies in
secondary schools. By examining the impact of blended learning on student engagement
and academic achievement in English, this study aims to provide valuable insights that
can benefit educators, policymakers, and curriculum developers. It is anticipated that the
findings will highlight the advantages of blending traditional teaching with modern
technological tools, offering a model for other subjects and educational contexts.
This research will not only help improve English language teaching (ELT) strategies but
also support the broader goal of equipping students with the skills they need to succeed
in an increasingly digital and interconnected world.

1.1 Background to the Problem and Research Question

The integration of technology in education has brought about significant changes in the
way teaching and learning are approached. Blended learning, which combines face-to-
face classroom instruction with online resources and digital platforms, has gained
attention as an effective method for enhancing student engagement and academic
performance. However, despite its potential, the use of blended learning in secondary
school English language teaching (ELT) remains relatively underexplored, especially
in non-English-speaking countries or regions where resources and infrastructure may be
limited.

In many secondary schools, traditional methods of English instruction, which rely

heavily on textbooks and direct teacher-student interactions, often fail to fully engage
students or address their diverse learning needs. This problem is particularly evident in
large classrooms where personalized attention is difficult to achieve. Blended learning
offers a potential solution by providing flexible learning pathways, access to multimedia
resources, and interactive online tools, which could enhance student motivation and
improve language acquisition.

The central research question driving this study is:

"How does the implementation of blended learning impact student engagement
and academic achievement in secondary school English language classrooms?"

1.2 Investigative Questions

To explore the main research question, the study will investigate the following sub-
questions:

1. How does blended learning influence student engagement in English language

lessons?
2. What effect does blended learning have on students' academic achievement in
English language learning?
3. How do teachers perceive the effectiveness of blended learning in the English
language classroom?
4. What challenges do students and teachers face in implementing blended learning
in secondary school English instruction?
5. To what extent does the integration of digital resources enhance the quality of
language learning compared to traditional teaching methods?

1.3 Objectives of the Study

The primary objective of this study is to evaluate the impact of blended learning on both
student engagement and academic achievement in secondary school English language
classrooms. More specifically, the study aims to:
  Assess the level of student engagement in English language learning through
blended learning environments.
 Examine the correlation between blended learning and academic achievement in
English language proficiency.
 Identify the challenges faced by teachers and students in integrating blended
learning within secondary school English classrooms.
 Evaluate the perceptions of both students and teachers regarding the
effectiveness of blended learning tools in enhancing language learning.
 Contribute to the development of practical guidelines for implementing blended
learning effectively in secondary school English instruction.

1.4 Hypothesis
Hypothesis 1

 Blended learning has a positive impact on student engagement in secondary

school English language classrooms.

Hypothesis 2

 Blended learning leads to a significant improvement in academic achievement in

English language learning for secondary school students.

Hypothesis 3

 Teachers who implement blended learning in English language classrooms will

report higher levels of satisfaction and effectiveness compared to those using
only traditional teaching methods.

Hypothesis 4

 The integration of blended learning will be perceived as more beneficial by

students with higher levels of self-regulation and digital literacy.

2. Theoretical Framework
Blended learning is grounded in several key educational theories that highlight the
integration of digital tools with traditional teaching methods. This study will draw on
the Community of Inquiry Framework (Garrison, Anderson, & Archer, 2001) and
Constructivist Learning Theory.

2.1 Key Theories and Models

1. Community of Inquiry Framework: This framework emphasizes the

importance of cognitive, social, and teaching presence in creating meaningful
learning experiences. In a blended learning environment, the combination of
face-to-face and online learning activities creates opportunities for students to
engage deeply with content, collaborate with peers, and receive guidance from
instructors.
 2. Constructivist Learning Theory: Rooted in the work of theorists like Piaget
and Vygotsky, constructivism suggests that learners build knowledge actively
through experiences. Blended learning supports constructivist principles by
offering learners control over their learning pace and access to diverse resources,
encouraging exploration and self-directed learning.
3. Technological Pedagogical Content Knowledge (TPACK): This model
focuses on the intersection of content knowledge, pedagogical knowledge, and
technological knowledge, highlighting the need for educators to integrate all
three components when using digital tools effectively in teaching.

2.2 Application of the Theoretical Framework to Blended Learning

The Community of Inquiry Framework is particularly applicable to blended learning in

English language instruction as it allows for the creation of interactive online
discussions, collaborative group activities, and instructor-led feedback sessions. This
theoretical lens suggests that blended learning environments can increase student
engagement by fostering a sense of community and connection, even in an online
setting.

The Constructivist Learning Theory aligns with blended learning’s emphasis on active,
student-centered learning. In English language teaching, this allows students to engage
with authentic language materials, participate in interactive activities, and reflect on
their learning, thus building language skills through experience and problem-solving.

3. Literature Review

3.1 Previous Research on Blended Learning

Research on blended learning has primarily focused on its use in higher education
settings, with studies suggesting it enhances student engagement, satisfaction, and
performance. A review of studies by Graham (2006) and Bishop & Verleger (2013)
found that blended learning provides a more flexible, individualized learning
experience, leading to improved student outcomes.

However, fewer studies have explored the specific impact of blended learning in
secondary school settings, particularly in English language classrooms. Existing
research suggests that blended learning can support differentiated instruction and
address the diverse learning needs of students, but challenges such as technological
limitations and teacher training persist.

3.2 Impact of Blended Learning on Student Engagement

Several studies indicate that students in blended learning environments report higher
levels of engagement compared to traditional classrooms. Means et al. (2013) found
that blended learning enhances motivation by offering students a variety of content
delivery formats, such as videos, interactive exercises, and online quizzes, which appeal
to different learning styles.
In English language learning, engagement is crucial as students are more likely to
participate in language activities when they are provided with dynamic, interactive
content. This suggests that blended learning can foster deeper involvement in lessons
and increased enthusiasm for language acquisition.

3.3 Blended Learning and Academic Achievement

Research by Bernard et al. (2004) and Paolini (2011) suggests that blended learning
can improve academic performance by providing students with access to additional
learning resources and opportunities for practice outside of class time. For English
learners, the use of online language platforms, interactive exercises, and multimedia
resources supports the development of listening, reading, and writing skills, ultimately
contributing to better academic achievement.

4. Research Design and Methodology

4.1 The Study Design

This study will use a mixed-methods approach, combining both qualitative and
quantitative research methods to provide a comprehensive evaluation of blended
learning in English language classrooms.

4.2 Place of Study

The research will be conducted in a selected secondary school in [City/Country], where

blended learning has been implemented as part of the school’s digital education
initiative. The school serves a diverse student population, providing an appropriate
setting to assess the impact of blended learning on various student groups.

4.3 Population and Sample

The study will target 200 secondary school students enrolled in English language
classes, along with 10 English teachers who are involved in the blended learning
program. The sample will be selected using stratified random sampling to ensure
diverse representation based on grade level, gender, and academic performance.

4.4 Data Collection Tools

Data will be collected using:

 Surveys for students and teachers to measure engagement, satisfaction, and

perceptions of blended learning.
 Academic performance records to assess changes in student achievement
before and after the implementation of blended learning.
 Interviews with teachers to gather qualitative insights into their experiences and
challenges with blended learning.

4.5 Data Analysis Techniques

Quantitative data will be analyzed using descriptive statistics and paired t-tests to
assess changes in academic performance and engagement. Qualitative data from
interviews will be analyzed using thematic analysis to identify recurring themes and
insights related to the challenges and benefits of blended learning.

4.6 Ethical Considerations

The study will adhere to ethical guidelines, ensuring informed consent is obtained from
all participants. Confidentiality and anonymity will be maintained, and participants will
be free to withdraw from the study at any time without consequence.

4.7 Limitations of the Study

Potential limitations include the reliance on self-reported data, which may be subject to
bias, and the limited generalizability of findings due to the study’s focus on a single
school.

5. Chapter Analysis and Discussion

In this section, the findings of the study will be analyzed in relation to the research
questions and objectives outlined in earlier sections. The analysis will synthesize both
qualitative and quantitative data, presenting insights into the impact of blended learning
on student engagement and academic achievement in secondary school English
language classrooms.

5.1 Impact of Blended Learning on Student Engagement

The analysis will begin with an evaluation of how blended learning has influenced
student engagement. Student engagement will be assessed through survey responses,
focusing on aspects such as participation in class activities, motivation to complete
assignments, and perceived interest in learning English. A comparison of engagement
levels before and after the implementation of blended learning will be made to identify
significant changes.

 Expected Findings: Based on existing literature (Means et al., 2013), it is

anticipated that students exposed to blended learning will report higher levels of
engagement due to the interactive nature of online tools, multimedia resources,
and opportunities for self-paced learning. The flexibility of blended learning
environments is expected to encourage more active participation and greater
motivation to engage with the content.

5.2 Influence of Blended Learning on Academic Achievement

The second part of the analysis will examine how blended learning impacts students'
academic achievement in English. This will involve comparing students' performance
in English before and after the implementation of blended learning strategies. Academic
performance will be measured using pre-test and post-test results, as well as grades on
assignments and final exams.

 Expected Findings: It is hypothesized that blended learning will lead to

improved academic achievement, as students will have access to more diverse
learning materials and methods. Studies such as Bernard et al. (2004) suggest
that blended learning improves performance by offering more opportunities for
students to engage with content and practice independently.

5.3 Teachers' Perspectives on Blended Learning

The analysis will also incorporate the findings from teacher interviews to explore how
teachers perceive the effectiveness of blended learning in English classrooms. Teachers
will be asked about their experiences, the challenges they face in implementing blended
learning, and their views on its impact on student outcomes. This will provide valuable
insight into the practical aspects of applying blended learning in real-world classrooms.

 Expected Findings: Teachers are expected to acknowledge the benefits of

blended learning, particularly in terms of increased student engagement and the
ability to provide more personalized learning. However, challenges such as
technological limitations, student resistance, or insufficient training may be
highlighted as barriers to full implementation.

5.4 Challenges and Limitations

The chapter will also address the challenges and limitations identified during the
research process. These may include:

 Technological issues such as unreliable internet access or inadequate hardware.

 Student-related challenges, such as lack of self-discipline or difficulty adapting
to online learning.
 Teacher-related challenges, such as insufficient training in the use of digital
tools or the difficulty in balancing in-person and online instruction.

5.5 Comparison with Existing Literature

The findings will be compared with the existing body of research on blended learning.
Studies by Graham (2006), Paolini (2011), and others will be used as benchmarks to
assess whether the outcomes in this study align with previous findings. The discussion
will highlight similarities and differences, offering explanations for any discrepancies
and discussing the broader implications of the study’s results for blended learning in
secondary school English language teaching.

6. Research Time Schedule

Task Timeline
Literature Review Nov 21 – Nov 23
Design and Preparation Nov 24 – Nov 26
 Data Collection (Surveys & Nov 27 – Nov 30
Interviews)
Data Analysis Dec 1 – Dec 3
Report Writing Dec 4 – Dec 7
Final Review & Editing Dec 8 – Dec 9
Submission Dec 10

7. Bibliography

 Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R., &
Surkes, M. A. (2004). A meta-analysis of blended learning and technology use
in higher education. Review of Educational Research, 74(3), 379-409.
 Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the
research. ASEE Annual Conference & Exposition, Atlanta, GA.
 Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive
presence, and computer conferencing in distance education. American Journal of
Distance Education, 15(1), 7-23.
 Graham, C. R. (2006). Blended learning systems: Definition, current trends, and
future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of
blended learning: Global perspectives, local designs (pp. 3-21). San Francisco:
Pfeiffer Publishing.
 Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2013). Evaluation
of evidence-based practices in online learning: A meta-analysis and review of
online learning studies. U.S. Department of Education. Retrieved from
https://nces.ed.gov/pubs2010/2010014.pdf
 Paolini, S. (2011). Blended learning: A disruptive innovation. Journal of the
Research Center for Educational Technology, 7(1), 2-9.
 Vygotsky, L. S. (1978). Mind in society: The development of higher
psychological processes. Harvard University Press.