The effectiveness of Learning Management Systems (LMS) in hybrid learning settings on the academic achievement of History students in Southwestern Nigeria was the focus of this study. In maintaining the hypothesis of the research, a quasi-experimental pretest-posttest control group design was adopted, involving 200 undergraduates (experimental = 100 received LMS-integrated hybrid instruction; control = 100 received conventional instruction) from two universities. The research tools utilised for data collection included the History Achievement Test, developed by the researcher, and a structured questionnaire for student perceptions and challenges. Data analyses used descriptive statistics, t-tests involving both paired and independent samples, and Pearson correlation at an alpha of .05. From pretest to posttest, the experimental group demonstrated markedly improved achievement scores with t ( 99) = 12.75, p <.001, d = 1.28. Also, the posttest mean for the experimental group was significantly different and higher than that of the control, t ( 198) = 5.46, p <.001, d = 0.77. The full sample showed a modest correlation between perception and achievement with r =.23, p <.01. Major barriers included unreliable internet (47%), power outages (40%), and low digital literacy (35%). The study concludes that LMS-based hybrid learning significantly enhances history students' achievement, recommending infrastructure, digital training, and curriculum redesign.
Adeyemi et al. (Fri,) studied this question.
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