Reflective Action Research and Student Engagement in Blended Secondary Classrooms: A Quantitative Correlational Study

Swastika Borah

Abstract: The expansion of blended learning in secondary education has transformed classroom interaction, instructional planning, learner participation, and teacher responsibility. Yet the pedagogical success of blended classrooms depends not merely on technological availability but on the teacher?s capacity to interpret participation, structure interaction, and improve practice reflectively. The present study examined the relationship among teachers? action research orientation, reflective digital pedagogy, and perceived student engagement in blended secondary classrooms. Using a quantitative correlational design, data were collected from 312 secondary school teachers working in government and private schools that used blended instructional arrangements. Three standardized tools were employed: the Action Research Orientation Scale, the Reflective Digital Pedagogy Scale, and the Student Engagement Perception Inventory. The data were analyzed through descriptive statistics, Pearson?s product-moment correlation, multiple regression, and group comparison procedures. The findings revealed significant positive relationships between action research orientation and reflective digital pedagogy, between reflective digital pedagogy and perceived student engagement, and between action research orientation and student engagement. Reflective digital pedagogy emerged as the strongest predictor of engagement, while action research orientation also made a significant independent contribution. The results suggest that blended classrooms become more educationally meaningful when teachers systematically inquire into participation patterns, feedback processes, interaction structures, and learner responsiveness. The study reinforces the argument that action research is not peripheral to digital schooling but central to the development of reflective, inclusive, and interaction-sensitive pedagogy. The paper discusses implications for teacher education, school leadership, and professional development in technology-mediated learning environments.

Keywords: action research, blended learning, student engagement, reflective pedagogy, digital classrooms, teacher development, secondary education

How to Cite?: Swastika Borah, "Reflective Action Research and Student Engagement in Blended Secondary Classrooms: A Quantitative Correlational Study", Volume 15 Issue 4, April 2026, International Journal of Science and Research (IJSR), Pages: 1128-1134, https://www.ijsr.net/getabstract.php?paperid=SR26417150008, DOI: https://dx.dx.doi.org/10.21275/SR26417150008

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