This paper presents a recent quantitative analysis of pre-university students’ academic performance studying an introductory information technology course using three different teaching modes. In this study, three independent groups of students were formed in accordance with three different teaching methods. Method 1 was based on a traditional classroom teaching; method 2 involved on-line education in which students studied using on-line materials independently without any teachers’ guidance; method 3 was a hybrid teaching mode in which students learned using on-line materials with teachers’ guidance. The analytical result indicates that the pre-university students’ academic performance using a hybrid teaching mode (method 3) for introductory information technology was close to that using traditional classroom teaching (method 1). The analytical result also indicates that students using method 1 or method 3 performed better than those using method 2.