The effects of blended learning on undergraduate students’ engagement in chemical bonding and molecular geometry concepts

Abstract

Abstract Understanding how blended learning (BL) influences undergraduate students’ engagement (SE) with concepts related to chemical bonding and molecular geometry (CBMG) remains an important yet underexplored area in higher education, particularly in developing contexts. Although BL is increasingly integrated into higher education, empirical evidence on its impact on enhancing SE with CBMG concepts is limited. To address this gap, the present study aimed to examine the effects of BL on undergraduate SE in learning CBMG concepts. A quasi-non-equivalent control group research design was used in this study. A total of 86 students (59 males and 27 females) from two intact classes at a larger University in Ethiopia. The intervention group (IG, n = 42) received the BL approach, while the comparison group (CG, n = 44) received the conventional teaching method (CTM). Data were collected using a five-point Likert-scale student engagement questionnaire (SEQ) and semi-structured interview questions. Independent t -test results showed a statistically significant mean difference between groups, favoring the IG students across overall SE and its dimensions. The study found high SE, particularly in cognitive and social dimensions, indicating strong learning gains with a significant effect size. Additionally, the t -test confirmed no statistically significant gender difference in overall SE and its dimensions. Moreover, qualitative analysis revealed that the IG had better SE than the CG. In conclusion, implementing BL in the learning environment enhances SE compared to CTM. It is recommended that BL be designed and applied in other chemistry courses to generalize these findings.