Engagement and performance disparity in hybrid graduate professional development a mixed methods study

Bibliographic Data

ID22437037
AuthorsJoel R Sintos (Samar State University, corresponding author)
Year2026
Volume5
Issue1
Publication date2026-03-09
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDiscover Education (JOURNAL)
Journal identifiersISSN: 2731-5525 • E-ISSN: 2731-5525
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s44217-026-01345-9
OpenAlexW7134271983
LanguageEN
References cited29

This mixed-methods study investigated the performance gap between online and face-to-face (F2F) sections within a hybrid learning model among graduate-level mathematics educators ( n = 26) in the Philippines. Quantitative data from paired exam scores and attendance records were analyzed using paired-samples t-tests (Bonferroni corrected, p dz = 1.11–1.95) and significantly higher attendance (78% vs. 54%). For the qualitative strand ( n = 14), thematic analysis revealed perceived benefits (flexibility, interaction) and challenges (technical issues, travel burdens). A joint display was used to integrate these findings, revealing that face-to-face sessions fostered the cognitive presence essential for conceptual mastery, whereas online engagement was undermined by environmental distractions. While attendance did not consistently predict performance, the quality of engagement emerged as the decisive factor. The study concludes with five evidence-based strategies for optimizing hybrid mathematics education in resource-constrained settings, emphasizing that pedagogical intentionality must override mere accessibility.

Attendance · Data collection · Intentionality · Professional development · Qualitative property · Qualitative research · Student engagement · Thematic analysis · Evaluation of Teaching Practices · Innovations in Educational Methods · Online and Blended Learning

Tools

Open DOIOpen Access