Hybrid Learning Implementation in Deped- Division of General Trias: A Mixed-Method Assessment for Strengthening Technical Assistance Plan

The General Trias Curriculum Implementation Division (CID) implemented hybrid learning in 36 schools, facing readiness challenges. This study assesses hybrid learning in General Trias Division's Cluster 6 schools. A convergent parallel mixed method incorporates qualitative and quantitative approaches. A sample of 130 grade 6 learners and 10 teachers participated, using surveys, focus group discussions, and interviews. Statistical methods and thematic content analysis analyze data, uncovering insights into hybrid learning challenges and improvements. Gender disparities and young learners' perspectives emerged, necessitating gender-equitable support. Teachers value hybrid learning, seeking enhanced engagement and cohesion. Technical assistance and training are needed for sustained support. Alignment between teachers and learners fosters collaborative implementation. Successful factors include flexibility and technology proficiency, while challenges encompass technical issues and participation. The study underscores hybrid learning's inclusivity and suggests flexibility, technology, and collaboration for enhanced outcomes. Future research avenues involve long-term effects, gender-specific factors, and technology's role.