Hybrid Teaching in Data Science Education: Evaluating Its Impact on Learning Outcomes, Student Engagement, and Student Satisfaction at a Chinese University

Authors

  • Tang Fangnan Universitas Pendidikan Ganesha, China
  • Ketut Suma Universitas Pendidikan Ganesha, Indonesia
  • I Gde Wawan Sudatha Universitas Pendidikan Ganesha, Indonesia

DOI:

https://doi.org/10.33394/jp.v13i4.22046

Keywords:

Data Science Education, Hybrid Teaching, Learning Engagement, Student Satisfaction, Technology Enhanced Learning

Abstract

This study aims to evaluate the effectiveness of hybrid teaching in enhancing learning outcomes, learning engagement, and student satisfaction in university-level data science education. A convergent mixed-methods design was employed to integrate quantitative and qualitative evidence from a Data Preprocessing course at Y University, China. The study involved 242 undergraduate students, comprising 122 students in the hybrid teaching group and 120 students in the conventional lecture-based group. Data were collected using validated five-point Likert-scale questionnaires, academic performance records, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, reliability and validity analyses, independent-samples t-tests, Pearson correlation analysis, and multiple linear regression, while qualitative data were analyzed using thematic analysis. The results showed that students in the hybrid teaching group achieved significantly higher theoretical examination scores (M = 76.45 vs. 74.04, p = .023), practical performance scores (M = 84.91 vs. 75.97, p < .001), and overall academic achievement scores (M = 81.53 vs. 75.20, p < .001) than those in the conventional instruction group. Learning engagement emerged as the strongest predictor of overall satisfaction (β = .455, p < .001), followed by knowledge mastery and skill enhancement (β = .228, p < .05). Qualitative findings further indicated that students valued the flexibility of self-paced learning, collaborative classroom interactions, and authentic programming experiences. Overall, the findings suggest that hybrid teaching is a promising approach for supporting academic achievement, practical competencies, learning engagement, and student satisfaction. The findings support the integration of hybrid learning into data science curricula by combining flexible digital learning resources with face-to-face programming practice, collaborative problem-solving, and authentic data-processing activities.

References

Abid, M. N., Siming, L., Chao, H., & Amin, M. (2025). Enhancing faculty teaching performance through constructive leadership with a mediating role of job satisfaction. Scientific Reports, 15(1), 1–11.

Achi, S. El, Jabbour, N., Maalouf, A., Barakat, H., & Mawad, J. L. (2025). The Impact of Transformational Leadership and Work Environment on Teachers ’ Performance in Crisis-Affected Educational Settings. MDPI, 15(7), 1–21. https://doi.org/ttps://doi.org/10.3390/admsci15070256

Alzoraiki, M., Ahmad, A. R., Ateeq, A. A., Mohammed, G., Naji, A., Almaamari, Q., Ali, B., & Beshr, H. (2023). Impact of Teachers ’ Commitment to the Relationship between Transformational Leadership and Sustainable Teaching Performance. MDPI, 15(5), 1–16. https://doi.org/https://doi.org/10.3390/su15054620

Cahyani, R. S., & Sary, F. P. (2025). The Impact of Women ’ s Leadership Style on Teacher Performance : The Mediating Role of Job Satisfaction in Junior High Schools. Journal of Information Systems Engineering & Management, 10(5), 476–486. https://doi.org/10.52783/jisem.v10i52s.10735

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.

Doğan, E. (2025). Servant leadership effects on teacher wellbeing and enthusiasm in Turkish schools and the moderating influence of distributed leadership. Scientific Reports, 15(1), 1–15. https://doi.org/10.1038/s41598-025-17311-8

Erna Mandela, Robi Hendra, A. H. (2026). Analysis of The Influence of Principal Leadership and Emotional Intelligence On Teacher Motivation and Performance. Jurnal Pedagogi, 13(1), 131–138. https://doi.org/10.33394/jp.v13i1.18901

Fan, X. (2025). The Influence of Distributed Leadership on Chinese Teachers ’ Job Satisfaction : The Chain Mediation of Teacher Collaboration and Teacher Self-Efficacy. MDPI, 22(4), 1–19. https://doi.org/10.3390/ijerph22040507

Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs—Principles and practices. Health Services Research, 48(6pt2), 2134–2156. https://doi.org/10.1111/1475-6773.12117

Kaya, A. (2023). The association between transformational leadership and teachers ’ creativity : professional resilience and job satisfaction as mediators. Frontiers in Education, 15(1), 1–12.

Khafid, M. (2026). Unpacking Teacher Performance : The Moderating Effect of Principal Leadership on Job Satisfaction , Motivation , and Religiosity. International Journal of Drug Delivery Technology, 16(2), 569–585. https://doi.org/10.25258/ijddt.16.2.61

Lopez, I., Delgado-bello, C., Veas-gonzalez, I., & Villar, M. (2025). Impact of transformational and laissez-faire leadership styles on performance , job satisfaction , and turnover intention : A case study of educational organizations in Chile. Problems and Perspectives in Management, 23(1), 729–740. https://doi.org/10.21511/ppm.23(1).2025.54

Ma, L. (2026). Effects of distributed leadership on teachers ’ job satisfaction : The mediating role of teacher collaboration. PLOS One, 21(4), 1–11. https://doi.org/10.1371/journal.pone.0347862

Muguerza-florián, E., García-salirrosas, E. E., Villar-guevara, M., & Fernández-mallma, I. (2025). Investigating the Association Between Transformational Leadership and Job Satisfaction : The Role of Gratitude Towards the Organization in the Peruvian Context. MDPI, 15(9), 1–23. https://doi.org/10.3390/admsci15090349

Parveen, K., Quang, P., Tran, B., Kumar, T., & Shah, A. H. (2022). Impact of Principal Leadership Styles on Teacher Job Performance : An Empirical Investigation. Frontiers in Education, 7(2), 1–12. https://doi.org/10.3389/feduc.2022.814159

Shqipe Haxhihyseni, Jonida Tirana, E. N. de C. (2023). Impact of Principals ’ Leadership Styles on Teachers ’ Job Satisfaction and Motivation in Elementary Schools. Journal of Educational and Social Research, 13(4), 188–195. https://doi.org/10.36941/jesr-2023-0101

States, U. (2024). behavioral sciences The Chain Mediating Role of Teachers ’ Job Stress in the Influence of Distributed School Leadership on Job Satisfaction : Evidence. MDP, 14(4), 1–17. https://doi.org/10.3390/bs14040279

Tucaliuc, M., Curs, P. L., & Muntean, A. F. (2023). education sciences Does Distributed Leadership Deliver on Its Promises in Schools ? Implications for Teachers ’ Work Satisfaction and. MDP, 13(10), 1–15. https://doi.org/10.3390/educsci13101058

Tucaliuc, M., Ratiu, L., & Curseu, P. L. (2025). The Bright and Dark Sides of Distributed Leadership in Schools : A Joint Structural and Functional Perspective on Distributed Leadership , Work Performance and Job Satisfaction. MDPI, 15(4), 1–14. https://doi.org/https://doi.org/10.3390/educsci15040481

Üztemur, S., Gökalp, A., İlğan, A., & Dinç, E. (2026). organizational trust as predictors of teacher wellbeing and job satisfaction : a cross-cultural study based on PISA 2022 data. Frontiers in Psychology, 16(1), 1–12. https://doi.org/10.3389/fpsyg.2025.1703458

Windasari, Syunu Trihantoyo, Erny Roesminingsih, V. V. (2024). Examining the Influence of Principal Leadership on School Effectiveness : A Comprehensive Analysis in The Context of Primary Schools in Surabaya. Jurnal Paedagogy, 11(4), 717–726. https://doi.org/10.33394/jp.v11i4.12199

Yong, P., & Zhang, J. (2025). How transformational leadership reduces teachers ’ role stress : dual mediation of affective commitment and job satisfaction. Frontiers in Education, 16(2), 1–11. https://doi.org/10.3389/fpsyg.2025.1634303

Yu, X., & Jang, G. (2024). A framework for transformational leadership to enhance teacher ’ s work performance. Frontiers in Education, 15(1), 1–19. https://doi.org/10.3389/fpsyg.2024.1331597

Zhang, C., Alias, B. S., & Nordin, M. N. (2025). Effects of Distributive Leadership on Teachers ’ Job Satisfaction in Public Schools : A Systematic Review. MDPI, 15(4), 1–18. https://doi.org/https://doi.org/10.3390/educsci15040412

Zhang, J., & Huang, Q. (2022). The Relationships among Transformational Leadership , Professional Learning Communities and Teachers ’ Job Satisfaction in China : What Do the Principals Think ? MDPI, 14(4), 1–17. https://doi.org/10.3390/su14042362

Published

2026-10-08

How to Cite

Tang Fangnan, Ketut Suma, & I Gde Wawan Sudatha. (2026). Hybrid Teaching in Data Science Education: Evaluating Its Impact on Learning Outcomes, Student Engagement, and Student Satisfaction at a Chinese University. Jurnal Paedagogy, 13(4). https://doi.org/10.33394/jp.v13i4.22046

Issue

Vol. 13 No. 4 (2026): October (IN PRESS)

Section

Articles

Citation Check

License

Copyright (c) 2026 The Author(s)

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities tacitly or explicitly of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and publishing agreement.

Copyright
Authors who publish with Jurnal Paedagogy agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

Jurnal Paedagogy use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.