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Original Research | Education Management | Volume 15 Issue 6, June 2026 | Pages: 317 - 321 | India
Examining Student Engagement Dynamics in Blended Secondary Classrooms through an Action Research Approach
Abstract: Student engagement in blended secondary classrooms is neither uniform nor static. Learners may participate actively in face-to-face discussions but remain silent in digital forums; they may complete online assignments without deep understanding; or they may show interest in multimedia resources while avoiding collaborative tasks. Such uneven engagement patterns require systematic classroom inquiry rather than general assumptions about student motivation or technology use. This paper examines how action research can be used to explore student engagement patterns in blended secondary classrooms. Drawing upon reflective practice, teacher professional development, technological pedagogical content knowledge, constructivist curriculum theory, inclusive education, differentiated instruction, and Indian educational policy frameworks, the paper argues that action research enables teachers to identify behavioural, cognitive, emotional, social, and self-regulated engagement patterns. It further explains how teachers can use classroom observation, digital participation records, student feedback, reflective journals, formative assessment, and learner work samples to understand engagement more precisely. The paper concludes that action research helps teachers move from a general concern with "student engagement" to a more nuanced understanding of who participates, how they participate, why they disengage, and what pedagogical adjustments are required in blended learning environments.
Keywords: student engagement, action research, blended learning, secondary classrooms, reflective practice, digital pedagogy, learner participation
How to Cite?: Usman Ali, "Examining Student Engagement Dynamics in Blended Secondary Classrooms through an Action Research Approach", Volume 15 Issue 6, June 2026, International Journal of Science and Research (IJSR), Pages: 317-321, https://www.ijsr.net/getabstract.php?paperid=SR26606200414, DOI: https://dx.dx.doi.org/10.21275/SR26606200414