ABSTRACT
The study investigated the effectiveness of blended learning, motivation, and learning engagement among 91 college students at Asiatech College, Sta. Rosa, Laguna. A descriptive-correlational research design was used, utilizing a validated questionnaire to assess the levels and relationships between these variables. The study found that respondents strongly supported the effectiveness of blended learning (WM=3.32). High levels of intrinsic (WM=3.28) and extrinsic motivation (WM=3.27) were observed, alongside very high attendance (WM=3.32), student-teacher interaction (WM=3.29), and student performance (WM=3.33). Pearson R analysis indicated a significant relationship between the effectiveness of blended learning and respondents' motivation and learning engagement, with p-values of 0.000, all below the 0.01 significance level. The study indicates that encouraging learners to engage in synchronous learning, participate actively, and seek clarification enhances motivation and engagement. The study emphasizes that maximizing educational opportunities fosters effective implementation of blended learning, combining online and face-to-face activities.
Keywords: blended learning modality, motivation, learning engagement, descriptive correlational study
https://doi.org/10.65494/pinagpalapublishing.92
