ABSTRACT
This study examined the relationship of hybrid learning on the study habits, academic motivation, and academic performance of Grade 9 students in Science at Tarlac National High School during the School Year 2025–2026. A descriptive-correlational research design was employed, involving 288 students selected from a population of 1,029 through stratified random sampling. Data were collected using structured questionnaires measuring hybrid learning exposure, study habits, and academic motivation, alongside students’ official Science grades. The instruments underwent validation and reliability testing, yielding acceptable Cronbach’s alpha coefficients. Descriptive statistics such as frequency, percentage, and weighted mean were used to determine the levels of the variables, while Pearson’s Product-Moment Correlation Coefficient was applied to examine relationships among them at a 0.05 level of significance. Findings revealed that students demonstrated a moderate to high level of hybrid learning exposure, study habits, and academic motivation, all interpreted as “Often.” Academic performance in Science was generally satisfactory. Correlation analysis indicated significant relationships between study habits and academic performance, academic motivation and academic performance, and hybrid learning exposure and academic performance. These results suggest that effective study habits and strong motivation played crucial roles in enhancing students’ academic outcomes within a hybrid learning environment. However, challenges such as time management difficulties, limited access to resources, and fluctuating engagement were also identified.
The study concludes that hybrid learning significantly influences students’ learning behaviors and academic performance. It recommends the development of targeted instructional interventions and support systems to strengthen students’ study habits, sustain motivation, and improve academic achievement in Science under hybrid learning conditions.
Keywords: Hybrid Learning, Study Habits, Academic Motivation, Academic Performance, Grade 9 Students, Science Education, Descriptive-Correlational Research
https://zenodo.org/records/21942995
