ABSTRACT The integration of technology into education has transformed conventional teaching practices, giving rise to blended learning as an effective instructional approach that combines face-to-face classroom teaching with digital learning experiences. In Chemistry education, where conceptual understanding, problem-solving, and practical application are essential, blended learning has the potential to enhance student engagement and academic performance. The present study investigates the effectiveness of blended learning on the academic achievement of Grade 12 Chemistry students. The study employed a quantitative research approach using a quasi-experimental design involving Grade 12 students. Academic achievement was measured through standardized pre-tests and post-tests administered before and after the implementation of blended learning strategies. The instructional intervention incorporated classroom teaching, digital learning resources, online assignments, interactive quizzes, and collaborative learning activities. The collected data were analyzed using appropriate statistical techniques to determine the significance of differences in students' academic performance. The findings indicated that blended learning positively influenced students' academic achievement by promoting deeper conceptual understanding, increased learner engagement, and improved independent learning skills. The study concludes that blended learning is an effective pedagogical approach for teaching Grade 12 Chemistry and recommends its integration into senior secondary science education to foster improved learning outcomes and support the development of 21st-century learning competencies.
BHOSALE et al. (2026) studied this question.