Enhancing Student Engagement in Mechanical Foundation Courses through Blended Learning at Guangzhou Vocational College of Technology & Business (Meningkatkan Penglibatan Pelajar dalam Kursus Asas Mekanikal melalui Pembelajaran Teradun di Kolej Vokasional Teknologi & Perniagaan Guangzhou)

Abstract

The COVID-19 pandemic accelerated the adoption of online education, challenging traditional teaching methods in mechanical engineering courses. This study aimed to enhance student engagement and learning outcomes through a blended learning model at Guangzhou Vocational College of Technology and Business. Thirty second-year students participated in a 16-week study involving two cycles of blended learning. The methodology included pre-tests, questionnaires, and learning assessments to establish baseline data, followed by targeted improvements based on initial f indings. Results showed significant increases in behavioral, cognitive, and emotional participation across both cycles. For example, the mean score for behavioral participation rose from 2.50 (SD = 0.45) in the pre-test to 3.41 (SD = 0.49) in Cycle 2. Additionally, academic performance improved, with the number of students failing to decrease from 10 in the pre-test to 1 by Cycle 2, and the average score rising from 65.53 to 76.43. These findings suggest that blended learning effectively enhances engagement and academic outcomes. Future research should explore further integration of technology to sustain and expand these improvements.