Hybrid Learning Approaches and Their Effect on Students' Engagement and Academic Performance in Secondary Schools in Some Nigerian States

Abstract

This research analysed the impact of hybrid learning methods on students’ engagement and academic performance in secondary schools of selected states in southwestern Nigeria. A quasi-experimental method was utilised where 600 students from six schools, three practising the hybrid and three the traditional learning, were used as research subjects. The tools for the study were the Student Engagement Scale and the Academic Achievement Test, both of which were highly reliable (α = 0.94 and α = 0.91, respectively). The analysis used descriptive and inferential statistics, including independent-samples t-tests. It was found that hybrid learning students showed significantly higher engagement (M = 3.97, SD = 0.46) and academic achievement (M = 34.96, SD = 5.81) than students in traditional settings (M = 3.39, SD = 0.49; M = 29.87, SD = 5.76). Mean differences were statistically significant (p < .001) and had large effect sizes, thus indicating that hybrid learning is a great enabler of both engagement and performance. Notwithstanding, challenges such as inconsistent electricity supply, poor internet access, and a shortage of ICT facilities were identified as major obstacles to the effective implementation of the hybrid method. The study shows that although hybrid learning has the potential to transform teaching and learning in Nigerian secondary schools, addressing infrastructure and teacher capacity constraints is essential for success.