Recognizing motivation as a key element significantly contributes to students' success in higher education. Specifically, motivation in learning greatly influences their adaptation to the academic demands and expectations of this level. This study aims to evaluate the effect of hybrid learning on motivation and learning achievement among engineering students enrolled in multimedia and animation courses. The research employs a quasi-experimental design, comprising experimental and control groups. One group utilizes conventional face-to-face learning, while the other adopts hybrid learning. Each group consists of 25 randomly sampled students from the informatics engineering program. The data collection process involves administering a questionnaire to assess motivation, adapted from Martin (2001), alongside exam assessments. The results indicate a significant difference in motivation (p = 0.024 < α = 0.050) and learning achievement (p = 0.033 < α = 0.050) between the two groups. Furthermore, Pearson correlation analysis revealed a strong correlation between motivation and learning achievement (Sig. value (2-tailed) = 0.000 < α = 0.05). The findings indicate a significant and strong correlation between motivation and learning achievement. Consequently, it can be inferred that an increase in motivation is associated with a corresponding increase in learning achievement, and vice versa. This suggests that hybrid learning can effectively enhance the teaching of animation and multimedia course within the informatics engineering department's curriculum. © 2024, Collegium Basilea. All rights reserved.
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