Hybrid Instructional Model in Mathematics

AUTHOR(S)

DR. JUVELYN E. ISMAEL

ABSTRACT

—— The main goal of this study is to develop a hybrid instructional model in mathematics. This study employed a sequential explanatory mixed method research design which is composed of two stages. The first stage followed the quasi-experimental research design in determining the effect of hybrid instructional modality on students’ mathematics achievement using a standardized mathematics achievement test. The second stage is designed following the principles of phenomenology to investigate the experiences and challenges of the students exposed to hybrid instruction and modular instruction in mathematics using a validated interview schedule. The study was participated by two groups of Grade 7 students, following the regular K to 12 curricula. The groups were randomly assigned as experimental and control groups during the quantitative stage while a purposive sampling technique was employed in the qualitative stage of the study. The result of the study revealed that, the students exhibited level 1- beginner level of mathematics achievement during the early stage of the study. However, after the experiment, the students who were exposed to hybrid instruction demonstrated level 2- developing proficiency while the modular group showed no improvement, indicating that, hybrid instruction was better than modular instruction in improving students’ mathematics achievement. The qualitative data revealed that students who receive hybrid instruction in mathematics have distinctive learning experiences. Real-time communication and engagement between students and teachers during hybrid instruction helped the students better understand mathematical concepts. Additionally, the hybrid learners had access to motivate and engage audio-visual elements that fostered critical thinking and enhanced the understanding of mathematical topics. These elements worked together and influenced students’ math achievement. Additionally, noisy locations, under powered technology, and intermittent connectivity made it difficult to deliver hybrid learning, which decreased its beneficial effects on math learning. Nevertheless, the students described these difficulties and sought quiet setting and concentrated on class conversations. Keywords — Hybrid Instructional, Modular, Mathematics, K to 12 Curricula