BEHAVIORAL PREDICTORS OF BLENDED LEARNING ENGAGEMENT AND STUDENTS' PERCEIVED SOCIAL PURPOSE IN AUTOMOTIVE TECHNOLOGY EDUCATION

Abstract

The shift to blended learning has highlighted the importance of understanding the factors that influence student engagement, particularly in technical-vocational disciplines. Guided by the Theory of Planned Behavior (TPB), this study examined the predictors of blended learning engagement and explored the perceived social purpose of Automotive Technology students at North Eastern Mindanao State University–Cantilan Campus. Employing an explanatory sequential mixed methods design, quantitative data were collected through a validated and reliable structured questionnaire assessing five TPB constructs: Attitude, Subjective Norms, Perceived Behavioral Control (PBC), Intention, and Actual Engagement. Qualitative data were subsequently gathered through interviews with selected students to explore the societal significance they attach to their acquired competencies. Descriptive analysis revealed generally positive perceptions of blended learning, with students demonstrating favorable attitudes, strong social influences, and high levels of perceived behavioral control. Multiple linear regression analysis showed that Attitude, Subjective Norms, and PBC significantly influenced students’ intention to engage in blended learning, while simple linear regression confirmed that Intention was a strong predictor of Actual Engagement. The qualitative findings revealed five themes reflecting students’ perceived social purpose: Supporting Community Mobility and Daily Transportation Needs, Promoting Public Safety Through Technical Competence, Contributing to Local Economic Productivity, Enabling Service to Underserved and Remote Communities, and Creating Opportunities for Self and Others. These findings suggest that students view automotive education not only as preparation for employment but also as a means of contributing to the well-being and development of society. The study extends the application of TPB by demonstrating that engagement in blended learning is associated not only with behavioral intentions but also with students’ broader perceptions of societal contribution. Educational institutions should therefore foster both meaningful engagement and a strong sense of social purpose among future technical-vocational professionals.