Impact Of Blended Learning Method On Students’ Engagement In The Subject Of Mathematics At Secondary Level: A Comparative Perception Of Male And Female Students

Abstract

This study compares the perceptions of male and female students to examine how the blended learning approach affects secondary students' interest in mathematics. A structured questionnaire measuring five aspects of engagement—behavioral, cognitive, emotional, social, and technological—was completed by a sample of 517 students (265 males and 252 females). Gender-based differences were investigated using Cohen's d and independent samples t-tests. The results show that there are no statistically significant differences in the behavioral, cognitive, emotional, and social engagement that blended learning improves for either gender. Nonetheless, female students' technological engagement was noticeably higher, suggesting that there are gender-specific differences in how students use digital tools. According to the findings, blended learning successfully encourages general mathematical engagement by encouraging participation, teamwork, and cognitive investment. In order to maximize blended instructional practices and create inclusive and interesting mathematics learning experiences for all students, educators are urged to adopt equitable technology strategies and professional development.