The Effects of Blended Learning Management and Student Engagement on Academic Achievement in Higher Vocational Colleges in Guangxi, China

Qiyang Wang; Rawi Buaduang; Supot Rattanapun

doi:10.34293/education.v14i2.10012

Qiyang Wang International College, Rajamangala University of Technology, Thailand
Rawi Buaduang International College, Rajamangala University of Technology, Thailand
Supot Rattanapun International College, Rajamangala University of Technology, Thailand https://orcid.org/0009-0004-4513-0455

DOI: https://doi.org/10.34293/education.v14i2.10012

Keywords: Blended Learning Management, Student Engagement, Academic Achievement, Higher Vocational Education, Educational Production Function, Self-Determination Theory, Vocational Education Management

Abstract

The rapid digital transformation of vocational education has made blended learning a central instructional approach; however, empirical evidence on how Blended Learning Management (BLM) affects student engagement and academic achievement in higher vocational institutions is scarce. This study explores the direct and indirect effects of BLM on academic attainment in Guangxi higher vocational institutions, using student involvement as a mediator variable. A quantitative study was conducted on 480 full-time students from 10 public and private vocational colleges in 2024–2025. Representativeness across institution type, discipline cluster, and academic year was achieved through stratified quota sampling. SPSS was used for multiple regression and bootstrap-based mediation analyses. The study found that BLM positively predicts student engagement (R² = 0.528, p <.001), with significant benefits from technology integration, curriculum alignment, physical infrastructure, and educator proficiency. Academic achievement was positively correlated with student engagement (R² = 0.475, p <.001), with cognitive engagement being the largest predictor. BLM directly improves academic performance (R² = 0.521, p <.001). Student involvement partially mediated the association between BLM and academic achievement, as both direct and indirect impacts were statistically significant (95% bootstrap CI did not include zero). This study validates the vocational education management–engagement–achievement pathway, thereby advancing blended learning research. This study emphasises the necessity of blended learning management and engagement-focused instructional strategies to promote academic achievement in digitally transformed higher vocational institutions. Future research should include educational institutions from various areas and levels to improve the universality and external validity of the findings.