Grounded In The Theoretical Perspectives Of Student Engagement And Reading Comprehension, This Study Examines The Impact Of Blended Learning On Vocational High School Students In Batam, Indonesia. Employing An Explanatory Sequential Mixed-Methods Design, The Research Combined Quantitative Measures-Including Pre- And Post-Tests On Reading Comprehension And A Multidimensional Engagement Questionnaire-With Qualitative Interviews To Capture Students' Lived Experiences. The Experimental Group (N = 40) Received Instruction Through A Blended Learning Model, Primarily The Flipped Classroom Approach, While The Control Group (N = 40) Experienced Conventional Teaching. Quantitative Analysis Revealed Significant Gains In The Experimental Group's Reading Comprehension, With Post-Test Mean Scores Rising From 61.13 To 80.63, Compared To A Modest Increase In The Control Group. Non-Parametric Tests (Wilcoxon Signed-Rank, P < .001; Mann-Whitney U, P < .001) Confirmed The Statistical Significance Of These Improvements. Engagement Data Indicated That 70% Of Students Reported Moderate To High Levels Of Engagement Across Behavioural, Emotional, Cognitive, And Technological Dimensions. Qualitative Findings Further Highlighted That Highly Engaged Students Benefited From Interactivity, Autonomy, And Multimodal Resources, While Low Engagement Students Struggled With Focus, Confidence, And Digital Literacy. Integrating Quantitative And Qualitative Insights Demonstrated A Strong Interdependence Between Engagement And Comprehension: Students With Higher Engagement Exhibited Better Reading Outcomes. The Study Concludes That Blended Learning Fosters Meaningful Engagement And Reading Comprehension Improvements, Though Its Success Depends On Scaffolding, Responsive Teaching, And Alignment With Students' Readiness Levels.
The Findings Underscore The Pedagogical Potential Of Blended Learning In Vocational Contexts While Pointing To The Need For Inclusive Support Strategies To Address Learner Diversity.