The Role of Gender and Year of Study on Learning Engagement in a Blended Learning Context

With the development of science and technology, blended learning (BL) has replaced traditional face-to-face teaching to become the mainstream learning mode in colleges and universities. This shift has led to the emergence of various teaching and learning challenges, particularly concerning students' learning engagement (LE) within the BL environment. Previous research indicates that students' learning engagement is greater in face-to-face teaching environments compared to online teaching modes. Conversely, some scholars hold a differing viewpoint. The purpose of this study was to investigate the factors that influence student engagement in blended learning environments, with a particular focus on the effects of gender and years of study. This research employed a quantitative approach utilizing a questionnaire, with a sample of 936 participants selected through random sampling. The findings revealed that there was no significant difference in LE between male and female students, but there was a significant difference in engagement between different years of study, with third-year students being significantly more engaged than students from other years of study in a blended learning context. Conversely, second-year students are significantly less engaged in learning than students in other grades. The research findings may provide theoretical support and practical guidance for educational reform in higher education institutions, promoting flexibility and personalization in teaching. The implications of the study were discussed.