Teachers’ Use of Instructional Strategies for Effective Online and Hybrid Learning in Secondary Schools

Abstract

This study examined teachers’ use of instructional strategies for effective online and hybrid learning in public secondary schools in Obio-Akpor Local Government Area of Rivers State, Nigeria. A descriptive survey research design was adopted. The population comprised 1,200 teachers, from which a sample of 200 teachers was selected using a multistage sampling procedure. Data were collected using a structured questionnaire titled Teachers’ Instructional Strategies for Online and Hybrid Learning Questionnaire (TISOHLQ), validated by experts and with a reliability coefficient of 0.82 using Cronbach Alpha. Descriptive statistics (mean and standard deviation) and inferential statistics (t-test and Pearson Product Moment Correlation) were used for data analysis at a 0.05 level of significance. Findings revealed that teachers widely use instructional strategies such as multimedia tools, online discussions, quizzes, and collaborative learning. These strategies significantly enhanced students’ engagement (r = 0.68, p < 0.05) and had a strong positive effect on academic performance (β = 0.72, p < 0.05). Furthermore, a significant difference was found in the academic performance of students exposed to high and low levels of instructional strategies, with students exposed to higher levels performing better. The study concluded that effective instructional strategies are critical for improving engagement and academic outcomes in online and hybrid learning environments.