HYBRID LEARNING RESOURCES AND STUDENT ENGAGEMENT IN HIGHER EDUCATION: A SECONDARY DATA ANALYSIS

The growing adoption of hybrid learning has transformed teaching practices in higher education, combining digital resources with traditional face-to-face instruction. This study explores the relationship between hybrid learning resources, student engagement, and academic performance through secondary data analysis. Data were drawn from a range of sources: institutional records, large-scale educational surveys, and publicly available empirical datasets involving undergraduate students with previous experience in hybrid learning environments. These datasets included demographic information, student engagement metrics, and academic performance indicators such as GPA and course grades. Descriptive statistics were applied to summarize data distributions, while Pearson correlation analyses examined relationships between hybrid learning resources, student engagement, and academic performance. Multiple regression models were used to assess the predictive influence of these variables on academic outcomes, with a focus on how engagement mediates the relationship between hybrid learning resources and performance outcomes. The results indicate statistically significant positive relationships between the use of hybrid learning resources and student engagement, as well as between student engagement and academic performance. Regression analysis further shows that student engagement plays a significant mediating role in academic performance within hybrid learning environments. Engagement was identified as a key factor linking instructional resources to improved academic outcomes, suggesting that its enhancement can lead to better learning results. Overall, the findings demonstrate the pedagogical and technological value of well-integrated hybrid learning resources in promoting student engagement and supporting academic success in higher education. By leveraging secondary data from real-world institutional settings, this study contributes empirical evidence relevant to instructional design, educational technology integration, and institutional policy.