Hybrid Learning and Student Achievement Pre and Post Covid-19 Pandemic in Secondary of Sheema Municipality, Sheema District
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Date
2024-07
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Publisher
Bishop Stuart University
Abstract
This study was about the impact of hybrid learning on student achievement in secondary
schools in Sheema Municipality, Uganda, before and after the COVID-19 pandemic. It sought to
determine the extent of hybrid learning adoption, evaluate student achievement levels, and
examine the relationship between the two. Employing a descriptive cross-sectional survey
design, data was collected from 399 respondents (head teachers, teachers, and students) using
questionnaires and interview guides. Findings revealed the widespread adoption of blended
learning approaches utilizing online platforms like Google Classroom and Zoom alongside
traditional classroom sessions. These approaches often included recorded lessons, online
platforms, and face-to-face interactions. It was revealed that there was a positive perception of
student achievement within a hybrid learning environment, as evidenced by survey results
highlighting improved attendance, participation, and performance in assessments (mean score of
3.61). Furthermore, a strong positive correlation (Pearson Correlation 0.971, p < 0.001) was
found between hybrid learning implementation and student achievement. In conclusion the study
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demonstrates that hybrid learning models, incorporating online platforms and in-person sessions,
can ensure continuous learning and foster positive student achievement. It was recommended
that teachers should actively explore engaging online instructional strategies that promote
collaboration and active learning.