THE IMPACT OF BLENDED LEARNING PRACTICES ON UNDERGRADUATE STUDENTS' LEARNING ENGAGEMENT IN NANTONG POLYTECHNIC

Abstract

Enhancing students’ learning engagement is crucial in higher education, particularly in the context of blended learning. This study investigates the impact of blended learning practices on undergraduate students' learning engagement at Nantong Polytechnic. Guided by constructivist learning theory, the research examines three dimensions of blended learning practices: instructional design, instructional organization, and instructional evaluation. A structured questionnaire was developed based on validated scales and distributed to a sample of 353 students from the School of Information Engineering at Nantong Polytechnic, selected using Yamane’s formula. The collected data were analyzed using statistical software, employing descriptive statistics, reliability and validity tests, correlation analysis, and linear regression analysis. The findings indicate that all three dimensions of blended learning practices significantly and positively affect students' behavioral, cognitive, and emotional engagement. The study provides empirical evidence for optimizing blended learning strategies and offers recommendations for improving instructional practices to enhance student engagement in higher education.