“An Evaluation of the Implementation of Adu Hybrid Learning Program in the Undergraduate Level”

This study evaluated the implementation of the Hybrid Learning Program at the undergraduate level of Adamson University (AdU), in response to the growing integration of flexible learning in higher education. The research sought to determine students’ assessment of the program in terms of clarity and accessibility, support and assistance, and the use of technology. The Technological Acceptance Model (TAM) was adopted as the theoretical framework to examine how students’ perceptions of usefulness and ease of use influenced their engagement with the program. A quantitative descriptive research design was employed. Data were gathered from 384 undergraduate students across eight academic colleges using a validated survey instrument. Stratified random sampling ensured balanced representation. Descriptive statistics and ANOVA were used to analyze the data. Findings revealed that while students generally agreed on the effectiveness of the program’s digital platforms—such as Blackboard Learn Ultra and Microsoft Teams—there were notable challenges regarding internet access, device availability, and digital literacy. Differences in student assessments were found to be associated with their demographic profile and available digital resources. Students particularly emphasized the need for more synchronous learning support and training on the use of learning platforms. The study recommends the enhancement of digital skills training, improved technical assistance, and strategic scheduling of online sessions to ensure a more inclusive and effective hybrid learning environments for all students.