Teachers’ Perceptions of Hybrid Learning and Its Impact on Student Engagement and Academic Performance in Primary Schools

Abstract

Hybrid learning has become an essential instructional approach in Malaysia following the rapid digital transition prompted by the COVID-19 pandemic. Although widely implemented, its effectiveness in the primary school context remains underexplored, particularly concerning teacher perceptions, student engagement, and academic performance. This study examines how primary school teachers view hybrid learning and investigates its influence on students’ participation and learning outcomes. Using a qualitative design, semi-structured interviews were conducted with two experienced primary school teachers. Thematic analysis revealed that teachers generally perceive hybrid learning positively, citing flexibility, diversified instructional strategies, and enhanced digital competency as key strengths. Hybrid learning was found to promote student engagement, especially through multimedia resources and interactive online activities. However, significant challenges were identified, including unequal access to digital devices, unstable internet connectivity, limited home support, and insufficient teacher training. Teachers also reported mixed academic performance outcomes: while independent learners benefited from self-paced revision, weaker students struggled without consistent guidance. The findings highlight the need for improved digital infrastructure, targeted teacher professional development, and stronger parental involvement to optimise hybrid learning implementation in Malaysian primary schools. The study provides insights for policymakers, school leaders, and educators seeking to strengthen hybrid learning practices and ensure equitable access for all learners.