IMPACT OF HYBRID INSTRUCTIONAL STRATEGY ON MATHEMATICAL PERFORMANCE OF STANDARD IX STUDENTS: A QUASI-EXPERIMENTAL ANALYSIS

This study investigated the effectiveness of a Hybrid Learning Module (HLM) on the academic performance of secondary school students in Mathematics, specifically focusing on the unit ‘Area’ from the Standard IX Kerala State Syllabus. Adopting a quasi-experimental pre-test-post-test single-group design, the study involved 32 students selected through purposive sampling. The intervention spanned six weeks, integrating asynchronous digital resources including GeoGebra simulations and video tutorials with synchronous face-to-face instructional sessions. Data were collected using a researcher-made Achievement Test in Mathematics for 50 marks. Statistical analysis using a paired-sample t-test revealed a significant improvement in student performance. Notably, the highest gain was observed in the Practical Proficiency dimension, suggesting that the hybrid model is particularly potent in bridging the gap between abstract geometric theory and functional application. The findings advocate for the systemic integration of hybrid instructional strategies within the Kerala secondary education framework to enhance mathematical proficiency and optimize the use of high-tech school infrastructure.