Hybrid Learning for Social Sciences: An Evidence-Informed Model for Improving Outcomes Among Multilingual Learners in Geography and History
Abstract
The present research investigates whether hybrid learning enhances student achievement in Geography and History, and it especially involves multilingual learners. The analysis was based on secondary data by using Kaggle to compare the performance of students in both hybrid and traditional learning settings by comparing the ability of hybrids to promote engagement, comprehension, and integrity of assessment. The findings demonstrate that the hybrid learning designs can improve the academic performance and especially the performance of the learners who are multilingual due to the flexibility and individualized support. The data was analyzed through descriptive statistic and T-tests, and significant correlations between test/exam scores and overall performance were demonstrated. The study also highlights the importance of scaffolding, formative assessment, and interactive inquiries-based activities towards enhancing student achievement. The implications on teaching practices and educational policy are brought up and recommendations are made on how to scale up the hybrid method of learning in classes where the language barrier exists among more than two languages. In this study, the researchers have argued in favor of hybrid learning to meet the varying needs of students and enhance learning in social sciences.
Citations
IRE Journals:
Bothwell Mussett Chitengu, Munashe Naphtali Mupa "Hybrid Learning for Social Sciences: An Evidence-Informed Model for Improving Outcomes Among Multilingual Learners in Geography and History" Iconic Research And Engineering Journals Volume 9 Issue 10 2026 Page 530-537 https://doi.org/10.64388/IREV9I10-1716006
IEEE:
Bothwell Mussett Chitengu, Munashe Naphtali Mupa
"Hybrid Learning for Social Sciences: An Evidence-Informed Model for Improving Outcomes Among Multilingual Learners in Geography and History" Iconic Research And Engineering Journals, 9(10) https://doi.org/10.64388/IREV9I10-1716006
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