This paper reports on the application of analysis of variance (ANOVA) and Tukey's post-hoc test to estimate the academic performance of students who were taught in synchronous, asynchronous and hybrid learning models. The paper presents an overview of the features, advantages and disadvantages of each of the studied models according to criteria such as accessibility, flexibility, interaction, student and teacher roles, consideration of students’ learning needs and learning styles. The present study involved three groups of students who were taught by different learning models. Analysis of variance is used to determine whether there are statistically significant differences between the groups under study. Tukey's post-hoc test shows between which groups these differences exist. The worst scores were shown by the students who studied in the asynchronous model. This is caused by the low level of learning motivation and the inability of students to competently organize their learning activities independently. The best scores were demonstrated by the group of students trained by the hybrid model. This is due to the fact that the hybrid model combines the advantages of the other two models. Thus, in the conditions of developing blended learning and informatization of education in general, the most effective solution to improve the performance of students is the use of a hybrid learning model. #CSOC1120.