Abstract

This study aims to assess the academic performance of Grade 8 students of Holy Family Academy with the newly implemented transition from hybrid learning to face-to- face. It distinguishes if there are significant changes within their academic success, utilizing different factors such as the respondent's demographic profile (Sex or Gender, Age, Section), the challenges faced in terms of categories (School Works, Time Management, Learning Environment), and grades from hybrid learning and face-to-face classes (from the subjects English, Math, and Science.) It is done and observed with the use of an online questionnaire, which is adapted from various research works such as Pal et al. (2022), Ozudogru (2021), and Bakir and Dana (2020). Furthermore, the paper applied quantitative research using descriptive correlational study in gathering data as it can clarify and assess the relationships of the variables and factors. With this, the study implemented probability sampling, specifically utilizing a simple random sample design.
Based on the results presented, the English grades of the students in the hybrid class demonstrated a marginal decline compared to those in the face-to-face class, suggesting that students had a better performance in the English subject during hybrid class. However, both hybrid and face-to-face classes demonstrated a minor decrease in Math grades, yet within their standard deviations, suggesting similar performance levels in Math under both instructional methods. Similarly, the Science grades of the students in both hybrid and face- to-face classes showed a slight decrease as well. With this, students have the same performance in both math and science during hybrid and face-to-face classes.