Abstract

Blended learning has emerged as a transformative educational approach that merges traditional classroom instruction with digital and online learning experiences. This study investigates the effectiveness of various blended learning models—such as rotation, flex, flipped classroom, and enriched virtual models—and their influence on student academic performance in higher education settings. Drawing on a mixed-methods research design, the study analyzes both quantitative data (test scores, assignment performance) and qualitative data (student and faculty feedback) collected from undergraduate courses across multiple disciplines. The findings reveal that well-structured blended learning environments contribute positively to student achievement, enhance learner motivation, and promote active participation and self-directed learning. Moreover, the flexibility and interactivity inherent in blended models allow for differentiated instruction and timely feedback, which further support improved learning outcomes. However, the effectiveness of these models is mediated by factors such as digital access, instructional design quality, student autonomy, and faculty readiness. The study underscores the importance of thoughtful implementation and continuous support to harness the full pedagogical potential of blended learning, making it a sustainable solution for quality education in the digital age.