A COMPARATIVE ANALYSIS OF HYBRID LEARNING OUTCOMES IN HISTORY AND GEOGRAPHY

This study examined the effects of hybrid learning on academic achievement and self-directed learning in History and Geography among Nigerian secondary school students. The population of the study comprised all senior secondary school students in Northeast Nigeria, while a sample of 116 students was selected using an experimental design. Data were collected using an Achievement Test in History and Geography and a Self-Directed Learning Scale. The instruments were validated and administered before and after the intervention. Data were analyzed using the t-test for dependent samples to determine differences between pre- and post-test mean scores, while Cohen’s d was used to estimate effect size. The findings revealed significant improvements in students’ academic achievement in both Geography and History, as well as significant gains in self-directed learning across all dimensions, with large effect sizes. The study concludes that hybrid learning is an effective instructional approach for enhancing students’ academic performance and self-directed learning skills. It is therefore recommended that secondary schools integrate hybrid learning strategies into the teaching of social science subjects to improve learning outcomes.