The following paper examined the effects of a new method of teaching for remedial mathematics, named the hybrid model of instruction. Due to increasing importance of high stakes testing, the study sought to determine if this method of instruction, that blends traditional teaching and problem-based learning, had different learning effects on students than traditional instruction alone. In a quasi-experimental, primarily quantitative design, the researcher instructed three groups, two through hybrid methods and the other through traditional methods. Following instruction, all groups completed identical multiple-choice exams that were used to examine the initial effects of the hybrid method. Two months later, groups again took identical exams on the material that were used to examine effects of the hybrid method on retention. Independent t-tests showed that the students who participated in hybrid instruction scored significantly lower on both the initial and retention exams than those who participated in traditional instruction. Dependent t-tests showed that there were no significant differences within either group from the initial exam to the retention exam. Results prompt further research in the area of remedial mathematics so that schools can find the best means of offering supplemental instruction to their struggling students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]