Student Engagement in Online Learning below Secondary Level

The shift from traditional classroom learning to online education has significantly transformed student engagement, particularly among learners below the secondary level. This study investigates student engagement in online learning environments among Classes 6 to 8, using secondary data from 200 students in Bihar state. The research adopts theoretical foundations from Fredricks, Blumenfeld, and Paris (2004) on the tripartite model of engagement (behavioral, cognitive, and emotional) and integrates ecological systems theory to contextualize the influence of parents, teachers, and technology. A comprehensive review of 15 studies highlights both the opportunities and challenges of online engagement in middle school learners. While digital tools enhance self-paced learning, they often fail to maintain consistent attention spans and peer collaboration, especially in under-resourced regions. The conceptual framework developed in this study shows that engagement outcomes are mediated by technological access, parental support, and pedagogical strategies. Findings from the data analysis reveal that students demonstrate moderate behavioral engagement but lower levels of cognitive and emotional engagement. Limited parental digital literacy, infrastructural deficits, and reduced peer interaction emerged as significant barriers. The study underscores the importance of developing blended learning models, localized content, and teacher training in digital pedagogy to improve student outcomes. Recommendations include policy interventions for digital equity, teacher-parent partnerships, and structured guidelines for reducing screen fatigue. This research is significant for educational stakeholders in Bihar and similar socio-economic contexts, as it highlights the need for holistic strategies to ensure equitable and meaningful student engagement in the digital era..