Although the implementation of the blended learning approach (BLA) in the classroom has attracted significant research attention, previous studies on their impact on students' learning outcomes such as achievement have reported contrasting findings. In this study, we extended the study of BLA’s influence on students' academic achievement in biology. Two research questions and three hypotheses guided the study. The sample size involved 87 students, (36 males and 51 females), enrolled in the experimental group (42 students) and the control group (45 students) in the 2022/2023 academic session. The data for the study was collected using the Biology Achievement Test (BAT) and was analysed through descriptive analysis for the research questions, while the analysis of variance (ANCOVA) was employed to test the null hypotheses at 0.05 alpha level of significance. The findings revealed a significant difference in students’ achievement in biology in favour of BLA. However, no significant influence of gender on students’ achievement was observed. The findings also show that the interaction effects of teaching methods and gender do not significantly influence students' achievement. Conclusion, implications, and future directions were discussed.
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