The Effect of Hybrid Learning on Academic Achievement and 21st Century Skills in Teacher Education

Kemal Akkan Batman
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Kemal Akkan Batman: Assist. Prof. Dr., Atatürk Teacher Training Academy, North Cyprus

Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2025, vol. 17, issue 1, 54-90

Abstract: The current research aimed to assess the effectiveness of hybrid learning supported by Microsoft Teams on the academic achievement and perceptions of 21st-century self-efficacy skills among students enrolled in the Introduction to Education course at [Anonymized]. To enhance reliability, a mixed-method approach was employed, enabling opinions to be collected from both experimental and control groups. A total of 36 prospective teachers participated in the study during the 2021-2022 academic year over 12-week period. While content analysis was used to analyze qualitative data, the t-test was used to analyze quantitative data. As a result of the research, no significant differences were obtained regarding the perceptions of academic success and 21st-century self-efficacy skills between the two groups. Furthermore, a majority of students in the experimental group reported a moderate impact on academic achievement and expressed a moderate level of satisfaction with the hybrid learning model. However, the hybrid learning model was not the preferred choice among the participants as it did not fully address their educational needs. Conversely, the study confirmed the effectiveness of the traditional teaching method in promoting academic achievement in the control group. This also highlights the importance of addressing students' educational needs when implementing such models. Finally, the results will contribute to the body of knowledge in this field and offer potential directions for future research.

Keywords: Hybrid learning; 21st-Century Skills; Microsoft Teams; Online Education (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:lum:rev1rl:v:17:y:2025:i:1:p:54-90

DOI: 10.18662/rrem/17.1/941

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