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Following the restrictive security measures imposed by governments during the COVID-19 pandemic, education, like all other social sectors, has been radically disrupted. All educational systems have been urged to adopt distance learning to guarantee the continuation of training. The present study aims to determine the effect of the mode of learning used in training on students’ academic performance at the Higher Institutes of Nursing Professions and Health Techniques (HINPHT) of Oujda in Morocco. Academic results and collected using an exploitation form are compared between two groups of students registered at the institution. The first group includes students who enrolled in September 2019 and were admitted during the COVID-19 containment period. These students initially received face-to-face training in the first semester but were later transitioned to online training during the lockdown period (n = 185). The second comparison group comprises students who received face-to-face training throughout (n = 413). The results of the present study reveal a significant increase in the average number of students who benefited from the hybrid training mode in all semesters. However, failure and dropout rates have increased in the hybrid mode compared to the face-to-face mode. This decrease in the number of students graduating within six semesters is notable in the hybrid mode compared to the control group. Further research can be conducted to examine the effect technological teaching devices may have on learner motivation and sense of control during training.
Essadki et al. (Mon,) studied this question.