The Relationship Between Hybrid Learning and Students’ Achievement During Pre and Post Covid-19 in Sheema Municipality

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 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.