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Abstract
The purpose of this research is to assess blended learning (BL) implementation and student’s academic performance toward an enhanced instructional policy that makes blended learning effective. The study adopted a descriptive-correlational design. It involved selected junior high school students. The following were findings of the study: First, the assessment on the level of implementation of blended learning in terms of content, curriculum and instructional design showed that students have a good experience across all grade levels. Second, there is high significant difference between the level of implementation of blended learning vs grade level and age. Third, it showed that there is no significant difference between the levels of implementation of blended learning with the students’ academic performance. The study recommends adopting the proposed Instructional Policy in the implementation of blended learning to help and make the blended learning effectively.
