| A problem exists regarding supportive evidence to determine the differences in student knowledge acquisition at the secondary level between a traditional face-to-face classroom and a hybrid course. The purpose of this quasi-experimental study was to compare student knowledge acquisition in a face-to-face traditional classroom, where direct instruction was applied, to a hybrid classroom, where the instructor acted as a facilitator and online course modules were designed to enhance the learning process. Participants were classified as sophomore, junior, or senior at a public high school and varied in ethnicity, gender, and age. The independent variable was identified as the type of instructional method applied during the study: (a) direct instruction model, or (b) hybrid model. The dependent variables were defined as two components: (a) knowledge acquisition, measured by a pretest and posttest of student knowledge in the course, and (b) student preferences toward their course experience in the hybrid course, as assessed through a five-point Likert scale instrument, administered post intervention questionnaire. Variances were determined to be equal, and a positive one tailed t-test on two independent sample means was conducted to determine whether the treatment had a directional effect and influence on knowledge acquisition. The posttest p -value was .05, which was equal to a .05 level of significance. These statistical findings indicated the treatment did have an effect on student knowledge acquisition, and 76% of students surveyed preferred a hybrid learning environment as compared to a traditional face-to-face learning environment. It was hoped this study would offer further support to the body of knowledge needed to address this problem by offering additional quantitative data on student knowledge acquisition for hybrid courses. This research could have an impact on teaching models at the secondary model by transforming traditional classrooms into more technological hybrid learning environments. |
