ACADEMIC PERFORMANCE GAINS IN GEOGRAPHY THROUGH HYBRID LEARNING: A STUDY OF SECOND-YEAR SECONDARY SCHOOL STUDENTS IN NORTH-EAST NIGERIA

Abstract

This study examined the effect of hybrid learning on the academic performance of second-year secondary school Geography students in North-East Nigeria. A quasi-experimental pre-test/post-test control group design was adopted. Four intact classes from four states were purposively selected, with two classes assigned to the experimental group (hybrid learning) and two to the control group (conventional teaching), comprising a total of 223 students. A validated Geography Achievement Test (GAT) was used to collect data. Data were analyzed using independent samples t-tests to compare mean scores between the groups. The findings revealed that students taught using hybrid learning performed significantly better than those taught conventionally, with higher overall scores (Mean = 66.07 vs 48.33, η² = 0.26, p < 0.01) and across the components of academic achievement: knowledge (3.84 vs 1.25), comprehension (3.80 vs 2.54), and application (3.61 vs 2.14), all significant at p < 0.05. The study concluded that hybrid learning significantly enhances students’ academic performance in Geography. It is recommended that schools integrate hybrid learning strategies into the Geography curriculum and provide the necessary technological support to maximize learning outcomes.