Explanatory Sequential Study on the Relationship Between Alternative Delivery Modes and Learner Engagement: A Correlational Mixed-Methods Approach

This explanatory sequential mixed-methods study investigated the extent of Alternative Delivery Mode (ADM) implementation and its relationship with learner engagement in selected basic education contexts. Quantitative data were collected from 141 respondents through a structured survey and analyzed using descriptive statistics, Pearson correlation, and linear regression. Results revealed that ADM implementation—comprising online, blended, modular, face-to-face learning and hybrid learning—was perceived to be moderately extensive, with face-to-face and modular modes rated highest. Learner engagement, however, was found to be less extensive in terms of participation and interaction, though moderately extensive in focus and collaboration. Statistical analysis showed no significant relationship between ADM implementation and learner engagement (r = 0.153, p > .05), and none of the ADM types significantly predicted engagement. Qualitative data, gathered through guided interviews, revealed that participants perceive ADM as a flexible but imperfect tool. Learner engagement was viewed as highly dependent on contextual factors such as technological access, home environment, and teacher-student interaction. The findings suggest that while ADM is essential for learning continuity, engagement depends more on instructional quality and support systems than on the delivery mode itself.