The Hybrid Classrooms: Expansion and Retention Strategy in University Programming
DOI:
https://doi.org/10.70833/rseisa20item769Keywords:
Hybrid Classrooms, Academic Performance, Student Retention, Programming, Educational TechnologyAbstract
This mixed-methods research explored the impact of Hybrid Classroom implementation on student academic performance and retention in Programming I, Programming II, Computer Lab I, and Computer Lab II courses within the University Programming Technician (TUP) program at the National Technological University's Regional Faculty Resistencia (FRRe) during the 2023 academic cycle. The study was driven by institutional necessity to manage increasing enrollment and physical space limitations, alongside historical dropout rates in introductory programming courses. Employing a descriptive case study design with a mixed-methods approach, historical academic records (2020–2023) were analyzed and the perceptions of 3 faculty members and 67 students were assessed through expert-validated Likert-scale surveys (α = 0.81). Quantitative results confirm that the hybrid modality enabled effective management of a dramatic enrollment increase in entry-level courses, while approval rates remained high or improved in 2023, and examination absenteeism reached historical lows. The conclusions strongly support that hybrid classrooms are an effective infrastructure management solution and a catalyst for pedagogical improvements, positively contributing to academic performance and retention in technical programs.
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