Current Science Research Bulletin

The emergence of the COVID-19 dilemma caused universities to implement a range of solutions to offset the pandemic's educational impact, resulting in the development of hybrid learning, which combines in-person and online learning. Whereas burnout is commonly thought to only occur in workplaces but is also experienced by students during learning, particularly when students must simultaneously adapt to both face-to-face and online environments. Academic burnout is defined as a state of physical, mental, and emotional weariness caused by prolonged or recurring stress at school. With this study, the researchers aim to shed light on the factors of Academic Burnout during Hybrid learning of the University of Saint Louis- Tuguegarao College students. This study utilizes a quantitative type of research employing a descriptive-correlational research design in determining the Factors of Academic Burnout during Hybrid Learning. There were 350 respondents in the study selected through a stratified random sampling technique. An adapted questionnaire was used to gather relevant data, and utilized statistical tools such as mean and chi-square were used to analyze the data. Results indicate that college students frequently experience academic burnout, scoring the highest on the dimension of emotional exhaustion. The findings of this study also show that female students when compared to their male counterparts, have higher level of emotional exhaustion. So, students from the School of Accountancy, Business and Hospitality when compared to other departments. Additionally, older students, specifically the age group of 24-26 years old, fourth-year students, and students with units below 10 scored the highest in cynicism. Moreover, students from the School of Health and Allied Sciences department have the highest level of academic efficacy compared to other departments.

Academic Burnout, Hybrid Learning, Emotional Exhaustion, Cynicism, Academic Efficacy

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