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Research Paper | Education Management | Volume 15 Issue 6, June 2026 | Pages: 513 - 518 | India
Action Research on Student Engagement Trends in Blended Learning Classrooms at the Secondary Stage
Abstract: This paper examines reflective action research as a practical and evidence-informed approach for enhancing cognitive engagement in secondary science classrooms. It argues that cognitive engagement is strengthened when teachers use reflection to redesign questioning, experimentation, concept explanation, formative assessment, collaborative inquiry, and blended scientific learning. Drawing on reflective practice, action research, pedagogical content knowledge, technological pedagogical content knowledge, teacher professional development, differentiated instruction, inclusive education, student well-being, and Indian educational policy frameworks, the paper proposes a classroom-based model through which science teachers can identify engagement barriers, implement interventions, and refine pedagogy through systematic evidence. The discussion is situated within the National Education Policy 2020, National Curriculum Framework 2005, NCFTE 2009, NPST 2023, MANODARPAN, NCERT well-being resources, and Indian Knowledge System-based contextual science learning. The paper concludes that reflective action research can transform secondary science classrooms from information-transmission spaces into inquiry-oriented, reflective, inclusive, and cognitively demanding learning environments.
Keywords: cognitive engagement, reflective action research, secondary science education, inquiry learning, science pedagogy, blended learning, student engagement, reflective teaching
How to Cite?: Ajay Tripathi, "Action Research on Student Engagement Trends in Blended Learning Classrooms at the Secondary Stage", Volume 15 Issue 6, June 2026, International Journal of Science and Research (IJSR), Pages: 513-518, https://www.ijsr.net/getabstract.php?paperid=SR26606204500, DOI: https://dx.dx.doi.org/10.21275/SR26606204500