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<p>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 (<i>n</i> = 26) in the Philippines. Quantitative data from paired exam scores and attendance records were analyzed using paired-samples t-tests (Bonferroni corrected, <i>p</i> &lt; 0.01), revealing superior F2F performance (Cohen's <i>dz</i> = 1.11–1.95) and significantly higher attendance (78% vs. 54%). For the qualitative strand (<i>n</i> = 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.</p>

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

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月9日

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  • Joel R. Sintos

摘要

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 < 0.01), revealing superior F2F performance (Cohen's 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.