Abstract
The post-pandemic educational landscape has accelerated the institutionalization of flexible and blended learning modalities across Philippine higher education institutions. This mixed-methods study investigated the impact of blended learning modalities on student engagement and academic performance among graduate students within the Cagayan Valley region. Employing an explanatory sequential design, quantitative data were collected from 284 master's and doctoral scholars via a validated multidimensional engagement scale and institutional learning management system analytics, complemented by term grade point averages. Subsequently, four semi-structured focus group discussions (n = 24) were conducted to explore graduate scholars' lived experiences. Multiple regression analysis revealed that cognitive engagement (β = .342, p < .001) and behavioral engagement (β = .281, p < .001) significantly predicted academic performance, accounting for 38.4% of the variance in course grades. Qualitative findings uncovered two dominant themes: the facilitation of self-directed scholarly autonomy and the persistent challenge of digital fatigue compounded by regional infrastructural disparities. Synchronous sessions were valued for cognitive scaffolding and social presence, while asynchronous modules enabled self-regulated learning compatible with professional responsibilities. The findings suggest that educational administrators must optimize instructional design by balancing transactional distance with collaborative inquiry, thereby enhancing pedagogical effectiveness in regional graduate programs.
