ABSTRACT
This study delves into the implementation and impact of blended learning on secondary school students in Benin metropolis, Edo state. The introduction outlines the rising popularity of blended learning as a flexible, cost-effective solution, particularly relevant during the COVID-19 pandemic and economic challenges. The research aims to assess the effectiveness of blended learning in improving academic outcomes, attendance, and student engagement, emphasizing the need for evidence-based practices in secondary education. The research design incorporates a survey methodology, involving two selected secondary schools and 100 respondents. Blended learning's benefits, supported by previous studies, are highlighted, prompting the need for further investigation. The study employs a mixedmethods approach, combining quantitative and qualitative data collection methods such as surveys, interviews, questionnaires, and academic assessments. The findings underscore blended learning's positive impact on academic performance, attendance, and student engagement, providing valuable insights into best practices for implementation. The conclusion consolidates the study's key findings, emphasizing the positive influence of blended learning on academic achievement, attendance, and engagement. The identified best practices, including teacher training, data analytics, and personalization, are recommended for maximizing the impact of blended learning. The study concludes by advocating for continuous evaluation and adjustment of blended learning strategies to enhance secondary education quality. Overall, this research contributes to the ongoing discourse on effective teaching approaches and evidence-based practices in the context of blended learning.
