The Effect of Hybrid Learning Approach on the Performance of Primary Education Pre-service Teachers on Selected Chemistry Topics

Abstract

The increasing demand for technology-enhanced teacher preparation has created a need for instructional approaches that effectively integrate conventional classroom interaction with digital learning opportunities. This study investigated the effect of a hybrid learning approach on the performance of pre-service teachers in selected chemistry topics at Gambaga College of Education, Ghana. A quasi-experimental single-group pre-test-post-test design was employed with 89 purposively selected pre-service teachers (56 males and 33 females). Data were collected using a chemistry achievement test and measures of pre-service teachers’ performance in content knowledge, teaching strategies, and instructional delivery. Descriptive statistics were used to examine changes in performance before and after the intervention, while a paired-samples t-test was used to determine whether differences existed between the pre-intervention and post-intervention performance levels. The findings demonstrated consistent improvement following the hybrid learning intervention. Chemistry achievement increased from a pre-test mean of 16.89 (SD = 0.83) to a post-test mean of 17.48 (SD = 0.78). Similarly, performance in teaching strategies improved substantially from M = 2.67 (SD = 0.65) before the intervention to M = 3.90 (SD = 0.52) after the intervention, while instructional delivery increased from M = 2.80 (SD = 0.64) to M = 3.99 (SD = 0.48). The findings further indicated notable improvements in the integration of digital and online resources and the use of varied learning activities. These results suggest that hybrid learning can enhance both subject-matter learning and the development of pedagogical competencies among pre-service science teachers. The study therefore recommends the deliberate integration of face-to-face instruction with structured online learning and interactive digital resources. The findings have implications for strengthening technology-mediated science teacher preparation and developing adaptable instructional competencies among future teachers.