In order to achieve the desired outcome and goals of teaching, it is essential to train teachers in new teaching methods that include the use of information computer systems. Equipping the school with new technology is necessary but insufficient to improve the teaching process. As technology develops exponentially, it is imperative to qualitatively and quantitatively examine the effect of different ways of its application in teaching on student performance. In this thesis, the influence of the teaching method based on hybrid learning on self-perceived mental effort, students’ motivation to learn physics, scientific reasoning, and the achievement of second-grade high school students, applied to the teaching area DC electric current was investigated. The main conclusions are that the teaching method based on hybrid learning caused greater student achievement on the knowledge test, the less selfperceived mental effort of students, greater motivation to learn physics, and a higher level of scientific reasoning than the traditional method.