Abstract: This study explored the effectiveness of hybrid learning-based program on the academic achievement of second year secondary school stage students in Geography and their self-learning in North-Eastern, Nigeria. The study adopted quasi experimental design with targeted population of  Secondary school stage II students studying Geography in public senior secondary school in North- eastern, Nigeria. Thus, the total number of 223 Geography students at secondary school stage formed the sample size from 6 intact classrooms, while 116 students served as experimental group from 6 intact classrooms and 107 students formed the control group. The instruments for the data collection were Geography Achievement Test (GAT) and Self-Learning Scale (SLS)The data of the research were analyzed statistically. The result showed that there is statistical  significance  differences between the mean score of both experimental and control group on post administration of Geography achievement in favor to experimental group. The study recommended that the state governments in north eastern region of Nigeria should provide digital mapping tools for the students to take advantage of online mapping platforms such as Google maps to help them visualize Geographic information to enhance their spatial reasoning skills.  Keywords: Hybrid Learning-based Program, Geography Concepts, Self-Learning