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Abstract
This study examined the relationship between blended learning (B.L.) and the academic achievement of Grade 11 STEM students in Biology in the Philippines. It assessed specific indicators, such as student engagement, task completion, and attendance, to evaluate the effectiveness of blended learning. Using a descriptive-correlational design, data were gathered from 336 respondents across Isabela State University, Echague National High School, and Don Mariano Marcos High School. Data collection involved a questionnaire adapted from Aladwen et al. (2018) with a reliability coefficient of α = .8, along with a teacher-made summative test aligned with key learning competencies in Biology. Findings indicated significant correlations between B.L. and improved academic performance, engagement, and task completion. However, challenges related to student attendance and assignment completion suggest areas for further improvement. The study implies that targeted support in blended learning settings can enhance Biology education outcomes, particularly in addressing student behavioral issues. Recommendations include the development of predictive models for identifying students who may require additional academic support.
