Abstract:

: The study aims to investigate the effects of the hybrid learning practices used in teaching 8th-grade science courses, the subject of matter cycles, and environmental problems on students' academic achievement, attitudes, and motivations. The study model is the convergent parallel design of the mixed research designs: Quantitative and qualitative data were collected simultaneously. Quantitative data were collected using a quasi-experimental research design, and qualitative data were collected using a case study. For quantitative data, the study group consisted of 49 eighth-grade students (26 students in the experimental group and 23 students in the control group), while the study group consisted of seven students for qualitative data. The achievement test, the science motivation scale, and the attitude toward science scale are quantitative data collection tools. Semi-structured interviews and researchers’ diaries were used to gather qualitative data. The study process lasted six weeks. Quantitative data were analyzed by comparative statistical analysis methods, and qualitative data were analyzed by content analysis. Online studies and in-class activities (hybrid learning practices) carried out over the Education Information Network (EBA) increased students’ subject achievement statistically compared to the traditional methods. Students expressed their opinions on the usefulness, instructional, and affective aspects of the online studies and classroom activities carried out through EBA. EBA can be used as a suitable tool for hybrid learning practices. Teachers can increase students' success and science motivation by developing EBA content and classroom activities.

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