BLENDED DIGITAL AND SELF-DIRECTED LEARNING IN EXAMINING STUDENTS’ BEHAVIORAL ENGAGEMENT AND SCIENTIFIC LEARNING PERCEPTION
This study investigated the relationship between blended digital learning and self-directed learning with students’ behavioral engagement and scientific learning perception. The participants included 114 grade 12 students from a single educational institution in Laguna province. The study revealed that students were highly satisfied with blended digital learning. They found this instructional approach effective in enhancing their understanding of scientific concepts. Additionally, students demonstrated a strong inclination towards self-directed learning practices, indicating their ability to take responsibility for their learning and pursue independent study.
Furthermore, the students exhibited high behavioral engagement in their science classes. They actively participated in discussions, completed assignments promptly, and demonstrated a genuine interest in the subject matter. This engagement was seen as a positive indicator of their motivation and investment in learning. Moreover, the findings highlighted the manifestation of scientific learning among the students. They demonstrated the ability to analyze information, evaluate evidence, and make reasoned judgments in the context of scientific inquiry. Importantly, the study established a significant relationship between blended digital learning, behavioral engagement, and scientific learning perception.
Similarly, self-directed learning practices significantly correlated with behavioral engagement and scientific learning perception. These findings suggest that utilizing blended digital learning strategies and encouraging self-directed learning can effectively enhance students’ behavioral engagement and foster the development of scientific learning perception in the science classroom. This study underscores integrating blended digital learning and fostering self-directed learning practices to promote students’ behavioral engagement and scientific learning perception in senior high school science education.
Keywords: Blended Digital Learning, Self-Directed Learning, Behavioral Engagement, Scientific Learning Perception
