Engagement and Satisfaction in Science Employing Blended Learning in Junior High School Students

Abstract

Blended learning is an essential aspect of education that integrates technology into the teaching and learning process. This study aimed to examine the relationship between engagement and satisfaction in science in blended learning among junior high school students. The study utilized a quantitative descriptive correlational research design and selected 100 junior high school students through simple random sampling using an adapted questionnaire. This study revealed that with blended learning, the level of engagement and satisfaction in science of junior high school students are both high. In addition, the study found a significant relationship between engagement and satisfaction in science. Further, behavioral and emotional engagement indicators significantly influenced satisfaction in science employing blended learning while cognitive engagement does not show significance. Thus, more exploration and refinement of cognitive engagement methods contribute to a deeper understanding of effective pedagogy in blended learning contexts. Given the results, educators and curriculum developers may consider designing blended learning activities that promote emotional engagement. Furthermore, educators may focus on improving the ease of use of blended learning platforms to reduce potential barriers to student engagement and satisfaction in science.