Al-Hikmah Journal of Business Education, Vol. 4, No. 1, JUNE 2024 58 ISSN 2811-1494 E-ISSN 2811-1508 EFFECTS OF BLENDED LEARNING APPROACH ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN FINANCIAL ACCOUNTING IN GOMBE STATE BY Musa Abdullahi Babayo: Department of Vocational and Technology Education, Faculty of Technology Education, Abubakar Tafawa Balewa University, Bauchi, Nigeria. Umar Inuwa: Department of Vocational and Technology Education, Faculty of Technology Education, Abubakar Tafawa Balewa University, Bauchi, Nigeria. & Babawuro Shuaibu: Department of Vocational and Technology Education, Faculty of Technology Education, Abubakar Tafawa Balewa University, Bauchi, Nigeria; Corresponding author: alummari@gmail.com, +2348069563101 Abstract The study examined the effects of blended learning approach on secondary school students’ academic achievement in financial accounting in Gombe state. A quasi-experimental design, specifically a non-equivalent control group design, was employed, and two intact classes were selected using simple random sampling technique. The experimental group comprised 20 students, while the control group consisted of 22 students. Data collected from 42 students were analyzed using mean, standard deviation, and independent samples t-test. The results indicate that the blended learning approach significantly improves the academic achievement of financial accounting students in secondary schools. These findings underscore the potential of blended learning to positively impact students' academic achievement and engagement in the subject. Hence, the massive and consistent failure recorded among secondary school students in financial accounting can be addressed and improved their grades in the subject. The study recommends that government authorities should encourage curriculum planners and financial accounting teachers in secondary schools to adopt blended learning approaches. This adoption is suggested as a means to enhance the overall academic achievement of students in financial accounting. Keywords: Blended learning, Achievement, Financial accounting and Secondary school Introduction Education serves as a transformative vehicle, guiding individuals from the realm of the unknown to the realm of knowledge and empowering them to discern right from wrong. It is through education that individuals gain the requisite skills and competencies to navigate the complexities of society effectively. Particularly in the world of business, education plays a pivotal role in empowering citizens to realize their aspirations (Olawoyin & Ojewale, 2015). In Nigeria, the government has committed to providing a comprehensive educational framework that equips individuals with the necessary tools to contribute meaningfully to national development (Federal Republic of Nigeria [FRN], 2013). One of the critical subjects in secondary school education, especially in preparing students for business careers, is financial accounting. Financial accounting involves the classification, recording, and presentation of monetary transactions, crucial for decision-making in business contexts (Eze, Ezenwafor & Obidile, 2016). Recognizing its significance, both the FRN (2013) and the Nigerian Educational Research and Development Council [NERDC] (2007) have mandated the inclusion of financial accounting in the senior secondary school curriculum. However, despite these efforts, the academic performance of students in financial accounting remains subpar, particularly in Gombe State (West African Examination Council [WAEC] Chief Examiner’s Report, 2020; Ubulom & Ogwunte, 2019; Gombe State Ministry of Education, 2021). One of the primary reasons cited for this poor academic achievement is the inappropriate teaching methods employed in classrooms, where conventional teaching approaches dominate (Ezeagba, 2014). Conventional teaching methods often neglect the experiential aspect of learning, leading to disengagement among students, particularly in practical-based subjects like financial accounting (Okolocha & Nwaukwa, 2020). In response to these challenges, blended learning has emerged as a promising pedagogical approach (Viz & Kaur, 2017). Blended learning integrates face-to-face instruction with online learning, providing a hybrid approach that addresses the limitations of traditional teaching methods (Kiviniemi, 2014). While blended learning has shown promise in enhancing academic performance and student engagement (Abidoye, 2015), its application and effectiveness in the context of financial accounting education in secondary schools remain largely unexplored. Therefore, this study aims to investigate the effects of blended learning approach on secondary school students' academic achievement in financial accounting in