THE IMPACT OF HYBRID LEARNING ON ACADEMIC PERFORMANCE: THE MEDIATING ROLE OF STUDENT ENGAGEMENT

Abstract

This study examined the impact of hybrid learning on academic performance with the mediating role of student engagement among SST teachers and Grade 10 students in the southern districts of Khyber Pakhtunkhwa, Pakistan. The study was based on a quantitative research approach grounded in positivist philosophy, and a cross-sectional survey design was used to collect data from a proportionate random sample of 366 respondents selected from a population of 4311 teachers and students. Data were collected through a structured questionnaire using a five-point Likert scale and analyzed using SPSS. Reliability analysis confirmed strong internal consistency of the instruments, while regression and mediation analyses were used to test the hypotheses. The findings revealed that hybrid learning has a significant positive effect on both student engagement and academic performance. Moreover, student engagement was found to significantly influence academic performance and act as a mediator in the relationship between hybrid learning and academic achievement. The results further confirmed that hybrid learning improves academic outcomes both directly and indirectly through enhanced student engagement, indicating partial mediation. The study concludes that hybrid learning is an effective instructional approach in improving students’ academic performance, particularly when it actively promotes engagement in learning processes. It is recommended that educational stakeholders focus on strengthening student engagement strategies through teacher training and the effective integration of digital and classroom-based instructional methods.