Submit your papersSubmit Now
For Enquiries: [email protected]
IIARD LogoIIARD

Teachers’ Use of Instructional Strategies for Effective Online and Hybrid Learning in Secondary Schools

Kechinyere Chinda

Abstract

This study examined teachers’ use of instructional strategies for effective online and hybrid learning in public secondary schools in Obio-Akpor Local Government Area of Rivers State, Nigeria. A descriptive survey research design was adopted. The population comprised 1,200 teachers, from which a sample of 200 teachers was selected using a multistage sampling procedure. Data were collected using a structured questionnaire titled Teachers’ Instructional Strategies for Online and Hybrid Learning Questionnaire (TISOHLQ), validated by experts and with a reliability coefficient of 0.82 using Cronbach Alpha. Descriptive statistics (mean and standard deviation) and inferential statistics (t-test and Pearson Product Moment Correlation) were used for data analysis at a 0.05 level of significance. Findings revealed that teachers widely use instructional strategies such as multimedia tools, online discussions, quizzes, and collaborative learning. These strategies significantly enhanced students’ engagement (r = 0.68, p < 0.05) and had a strong positive effect on academic performance (β = 0.72, p < 0.05). Furthermore, a significant difference was found in the academic performance of students exposed to high and low levels of instructional strategies, with students exposed to higher levels performing better. The study concluded that effective instructional strategies are critical for improving engagement and academic outcomes in online and hybrid learning environments.

Keywords

Instructional strategiesOnline learningHybrid learningStudent engagementAcademic performanceSecondary schools

References

Adarkwah, M. A. (2021). “I’m not against online teaching, but what about us?”: ICT in Ghana post COVID-19. Education and Information Technologies, 26(2), 1665–1685. Afolabi, O. E., & Adediwura, A. A. (2021). Influence of blended learning strategies on students’ engagement in science education. Nigerian Journal of Educational Technology, 5(2), 101–114. Amri, A., Tebe, Y., Siantoro, A., Indrwati, M., & Prihadi, C. (2021). Teachers’ voices on school reopening in Indonesia during COVID-19 pandemic. Social Science and Humanities Open, 4(1), Article 100218. https://doi.org/10.1016/j.ssaho.2021.100218 Asgari, S., Trajkovic, J., Rahmani, M., Zhang, W., Lo, R. C., & Sciortino, A. (2021). An observational study of engineering online education during the COVID-19 pandemic. PLoS ONE, 16(4), e0250041. Audu, H. D.-A. (2024). The effectiveness of hybrid learning-based program on the academic achievement of second-year secondary school students in geography and their self- learning in North-Eastern Nigeria. MJETEC, 127(4), 131– 147. https://doi.org/10.21608/maed.2024.409533 Baltà-Salvador, R., Olmedo-Torre, N., Peña, M., & Renta-Davids, A. I. (2021). Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students. Education and Information Technologies, 26, 7407–7434. Barzani, S. H. H. (2021). Students’ perceptions towards online education during COVID-19 pandemic: An empirical study. International Journal of Social Sciences & Educational Studies, 8(1), 28–38. Berestok, O. V. (2021). Synchronous and asynchronous e-learning modes: Strategies, methods, objectives. Engineering Education Technology, 9, 19–27. Biencinto, C., García-García, M., Carpintero, E., Villamor, P., & Torrecilla, S. (2021). Psychometric properties of the ProficiencyIn+E rubric: Self-evaluation of teaching skills. Studies in Educational Evaluation, 70, 101040. Chen, S., Wang, H., & Lee, J. (2021). Enhancing student engagement in blended learning through interactive media and collaborative tools. Computers & Education, 176, 104353. https://doi.org/10.1016/j.compedu.2021.104353 Fawaz, M., & Samaha, A. (2021). E-learning: Depression, anxiety, and stress symptomatology among Lebanese university students during COVID-19 quarantine. Nursing Forum, 56(1), 52–57. Godfrey Perfectson, O., Otega Prosper, E., & Onwuzo, C. J. (2024). Evaluating the impact of blended learning models on higher education outcomes: A multidimensional analysis. Journal of Digital Learning and Distance Education, 4(2), xx– xx. https://doi.org/10.56778/jdlde.v4i2.535 Jiménez-Bucarey, C., Acevedo-Duque, Á., Müller-Pérez, S., Aguilar-Gallardo, L., Mora- Moscoso, M., & Vargas, E. C. (2021). Student satisfaction in online learning. Sustainability, 13(21), 11960. Kasumu, R.Y., & Williams, H. O., (2025). Students’ Perception of Hybrid Learning: Advantages and Challenges. SIAR-Global journal of Humanities, Management & Educational Review, 1(1), 81-88 Khan, R. A., Atta, K., Sajjad, M., & Jawaid, M. (2021). Twelve tips to enhance student engagement. Medical Teacher, 43(1), 1–6. Laksana, D. N. L. (2021). Online learning in pandemic COVID-19. Journal of Education IJEE IJEE www.ijee.io Technology, 4(4), 502–509. Lorenzo-Lledó, A., Lledó, A., Gilabert-Cerdá, A., & Lorenzo, G. (2021). The pedagogical model of hybrid teaching: Difficulties of university students in the context of COVID- 19. European Journal of Investigation in Health, Psychology and Education, 11, 1320– 1332. https://doi.org/10.3390/ejihpe11040093 Nguyen, T. (2022). Student engagement in hybrid learning environments: A systematic review. Education and Information Technologies, 27(7), 9045– 9068. https://doi.org/10.1007/s10639-022-11165-3 Oladipo, T. A., & Adebayo, K. M. (2023). Digital integration and blended learning practices in Nigerian secondary education: Opportunities and challenges. African Journal of Educational Technology, 9(2), 45–59. Omodara, O. D., & Adegoke, B. A. (2022). Digital pedagogy and student engagement in Nigerian hybrid classrooms. International Journal of Innovative Education Research, 10(1), 12–24. Raes, A. (2022). Exploring student and teacher experiences in hybrid learning environments. Postdigital Science and Education, 4, 138–159. Rennstich, J. K. (2023). Learning hybrid by doing hybrid: Teaching critical digital skills in a safe learning space. In Handbook of applied teaching and learning in social work management education (pp. 243–264). Springer. https://doi.org/10.1007/978-3-031- 00000-0 Sáiz-Manzanares, M., Casanova, J., Lencastre, J., Almeida, L., & Martín-Antón, L. (2022). Student satisfaction with online teaching. Comunicar, 70, 35–45. Sele, J. P., Nyakerario, F., & Wanjiku, C. (2023). Blended learning: Threats and hurdles in developing countries: A case study of Nigeria and Kenya. Greener Journal of Social Sciences, 13(1), 151–158. https://doi.org/10.15580/gjss.2023.1.112024176 Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post-vaccine, and post-pandemic world. Journal of Educational Technology Systems, 50(2), 140– 171. https://doi.org/10.1177/00472395211047865 Ulla, M. B., & Perales, W. F. (2022). Hybrid teaching: Conceptualization through practice for the post COVID-19 pandemic education. In Frontiers in Education (p. 418). Frontiers. https://doi.org/10.3389/feduc.2022.000418 Yeo, M. A. (2021). Hybrid teaching: What is it? How do we do it? RELC Journal, 52(3), 635– 641. https://doi.org/10.1177/00336882211031390

More Articles from INTERNATIONAL JOURNAL OF EDUCATION AND EVALUATION