The Impact of Blended Learning Setup on the Academic Engagement of Senior High School Students in St. Dominic College of Asia

This study examined post-pandemic blended learning setups and academic engagement among senior high school students at St. Dominic College of Asia (SDCA). A descriptive, quantitative, non-experimental design was used with 100 respondents: 50 Grade 11 students and 50 Grade 12 students. A structured questionnaire gathered information about respondents’ demographic characteristics, perceptions of blended learning setups, behavioral, emotional, cognitive, and social engagement, and challenges encountered in blended learning. Descriptive statistics, Mann–Whitney U tests, one-way analysis of variance, Spearman’s rank-order correlation, and multiple regression were reported in the thesis. Asynchronous online learning received the highest mean among the three setup indicators (M = 3.87, SD = 0.58), while unreliable internet connectivity was the highest-rated challenge (M = 4.34, SD = 0.65). Reported correlations between blended learning setup scores and the four engagement dimensions were strong and positive (ρ = .898–.906, all p < .001). The thesis also reported statistically significant group differences across demographic categories. However, the regression model’s dependent-variable specification and several descriptive and inferential statistics require confirmation against the original dataset and statistical output before the results can be treated as definitive. The findings point to the importance of accessible learning materials, reliable connectivity, purposeful student interaction, and ongoing monitoring of engagement. A Blended Learning Engagement Framework is proposed to guide institutional assessment, planning, implementation, and continuous improvement.