Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 7 no. 4 (2026)

Student Engagement and Learning Success: Evidence from Hybrid and Online Classrooms

Loren Aina L. Trinidad | Kimberly Christie S. Vergara | Raymond Allan G. Vergara

Discipline: Teacher Training

 

Abstract:

This inquiry is the second phase of a teacher-led initiative that began in 2020 to examine the relationship between student engagement and learning success in the undergraduate classroom. Whereas the initial phase examined engagement and success in the online classroom, this study extends the inquiry to explore engagement and success in the hy- brid classroom. Using a convergent mixed methods approach involving 575 students from different cohorts across 6 years, this study finds that there is a significant and positive relationship between student engage- ment and learning success. Specifically, engagement and active partici- pation serve as a pathway to learning success through opportunities that enable knowledge development, knowledge application, and skill development.



References:

  1. Argyriou, P., Benamar, K., & Nikolajeva, M. (2022). What to blend? Exploring the rela-tionship between student engagement and academic achievement via a blended learning approach. Psychology Learning & Teaching, 21(2), 126-137.
  2. Axelson, R. D., & Flick, A. (2010). Defining stu-dent engagement. Change: The magazine of higher learning, 43(1), 38-43. https://doi.org/10.1080/00091383.2011.533096
  3. Balwant, P. T. (2018). The meaning of student engagement and disengagement in the classroom context: Lessons from organi-sational behaviour. Journal of further and higher education, 42(3), 389-401. https://doi.org/10.1080/0309877X.2017.1281887
  4. Burch, G. F., Heller, N. A., Burch, J. J., Freed, R., & Steed, S. A. (2015). Student engagement: Developing a conceptual framework and survey instrument. Journal of Education for Business, 90(4), 224-229. https://doi.org/10.1080/08832323.2015.1019821
  5. Coates, H. (2007). A model of online and gen-eral campus-based student engagement. Assessment & Evaluation in Higher Educa-tion, 32(2), 121-141. https://doi.org/10.1080/02602930600801878\
  6. Fletcher, A. (2015). Defining student engage-ment: A literature review. Sound out: Pro-moting Meaningful Student Involvement, Student Voice and Student Engagement.https://soundout.org/2015/03/29/de-fining-student-engagement-a-literature-review/
  7. Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unob-servable variables and measurement er-ror. Journal of marketing research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
  8. Groccia, J. E. (2018). What is student engage-ment? New directions for teaching and learning, 2018(154), 11-20. https://doi.org/10.1002/tl.20287
  9. Gudoniene, D., Staneviciene, E., Huet, I., Dickel, J., Dieng, D., Degroote, J., ... & Casanova, D. (2025). Hybrid teaching and learning in higher education: A systematic literature review. Sustainability, 17(2), 756.
  10. Kuh, G. D. (2009). The national survey of stu-dent engagement: Conceptual and empiri-cal foundations. New directions for institu-tional research, 141, 5-20. https://doi.org/10.1002/ir.283
  11. Lin, L. C., Hung, I. C., Kinshuk, & Chen, N. S. (2019). The impact of student engage-ment on learning outcomes in a cyber-flipped course. Educational Technology Research and Development, 67, 1573-1591. https://doi.org/10.1007/s11423-019-09698-9
  12. Luo, Qin, Lunchao Chen, Dongfang Yu, and Ke Zhang. "The Mediating Role of Learning Engagement Between Self-Efficacy and Academic Achievement Among Chinese College Students." Psychology Research and Behavior Management (2023): 1533-1543. https://doi.org/10.2147/PRBM.S401145
  13. Raes, A. (2022). Exploring student and teacher experiences in hybrid learning environ-ments: does presence matter?. Postdigital Science and Education, 4(1), 138-159.
  14. Slavich, G. M., & Zimbardo, P. G. (2012). Trans-formational teaching: Theoretical under-pinnings, basic principles, and core meth-ods. Educational psychology review, 24, 569-608. https://doi.org/10.1007/s10648-012-9199-6
  15. Teoh, S. H., Boon Zik Hong, J., Md Shamsudin, N., Singh, P., & Hartono, R. (2025). Students’ engagement in a hybrid classroom: a com-parison between face-to-face and virtual environments. Cogent Education, 12(1), 2451497.
  16. Vergara, R.A.G. (2022). Delivering A Transfor-mational Learning Experience Online. In-ternational Journal of Multidisciplinary: Applied Business and Education Research, 3(12), 2726-2737. https://doi.org/10.11594/ijma-ber.03.12.24
  17. Vergara, R.A.G. (2023a). Transformative learn-ing in the online classroom: A marketing educator’s autoethnographic account. In-ternational Journal of Multidisciplinary: Applied Business and Education Research, 4(7), 2444-2451. https://doi.org/10.11594/ijma-ber.04.07.24
  18. Vergara, R.A.G. (2023b). The value of experien-tial lessons in event marketing education. Philippine Academy of Management E-Journal, 6(2), 66-75.
  19. Vergara, K. C., Santos, J. E., Blasa-Cheng, A., Balatbat, M., & Vergara, R. A. (2023). En-gagement and learning success: Evidence from three years of transformational teaching strategies in online event mar-keting education. International Journal of Multidisciplinary: Applied Business and Ed-ucation Research, 4(11), 4101-4112. https://doi.org/10.11594/ijma-ber.04.11.27
  20. Vergara, R.A.G., & Vergara, K.C.S (2023a). Learning Co-Creation and Self-Determina-tion: Lessons from Teaching Event Mar-keting. International Journal of Multidisci-plinary: Applied Business and Education Research, 4(7), 2566-2573. https://doi.org/10.11594/ijma-ber.04.07.33
  21. Vergara, R.A.G., & Vergara, K.C.S. (2023b). Sto-rytelling in the Classroom: Why it Matters in Event Marketing Education. Interna-tional Journal of Multidisciplinary: Applied Business and Education Research, 4(8), 2847-2852. https://doi.org/10.11594/ijma-ber.04.08.22

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic