The study examined the effect of blended learning strategy on senior secondary school students’ performance in Mathematics in Ekiti State. The study specifically examined the effects of blended learning on students’ performance in Mathematics; and the performance of students taught mathematics using blended learning and those taught using conventional method before and after treatment. The study adopted quasi – experimental of pre-test post-test control group design type (one experimental group and one control group). The population of the study consisted of all Senior Secondary School Two (SSS II) students in public secondary schools in Ekiti State. A total sample of 114 students was selected from the four public secondary schools through multi-stage sampling procedure. A self-designed instrument tagged Performance Test in Mathematics (MPT) which was divided into two sections namely section A and B was used by the researchers to collect data for this study. The instrument was validated by Tests and Measurement experts while the internal consistency of the instrument was established through Cronbach’s Alpha statistics which yielded coefficient value of 0.831. The experimental procedure was divided into three stages: the pre-treatment, treatment and post-treatment stages. Performance of students in pre-test and post-test were collated and subjected to descriptive and inferential statistics. The findings of the study revealed that there was no significant difference in the performance of students taught using blended learning and conventional method before treatment but there was significant difference after treatment. It was recommended among others that Mathematics teachers should embrace the use of blended learning as instructional strategy so as to improve student’s performance in Mathematics.

Keywords: Blended Learning, Students, Performance, Mathematics,

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