The Effects of Hybrid-Based Learning on Student Engagement in High School

Abstract

Background: Hybrid learning has gained popularity due to its ability to blend classroom teaching with online learning. The software does give helpful tools to teachers, but it remains unclear how it encourages students in secondary school.

Objective: The study aims to explore how Technology Accessibility and Use, Instructional Design and Content Delivery, Teacher Support, and Interaction, and Student Self-Regulation and Motivation can predict high school students’ engagement in their studies by using a novel approach that combines several factors into one well-defined structure.

Methodology: A quantitative approach was applied to study the correlational model. A Likert-scale questionnaire was used to conduct the survey, and results were obtained from 384 high school students enrolled in either public or private institutions. The data were managed using SPSS, which facilitated analysis with descriptive statistics, correlations, and multiple regression.

Results: The study demonstrated that each independent variable correlated with student engagement. However, all the significant predictors in the regression analysis were Instructional Design and student Self-Regulation, while Technology Accessibility was only useful for predicting negativity. There was not a strong connection between Teacher Support and the decisions made by parents.

Conclusion: The study highlights that both effective teaching methods and motivated students are essential in hybrid courses. According to the research, improving engagement in secondary hybrid education requires creating organized content, giving students more control in learning, and delivering practical teacher training.