Abstract
This study investigates the impact of blended learning on the academic performance of grade 12 mathematics students with a focus on 3D trigonometry in comparison to traditional teaching methods. This research aims to understand the impact of technology on student outcomes influenced by the widespread use of technology in education. The study used an explanatory sequential mixed-method design to collect quantitative data from 381 grade 12 scripts and to obtain qualitative insights through interviews with 30 students and three mathematics teachers. This allowed for a more in-depth investigation of the effects of blended learning on student performance. According to statistical analysis, the results show a notable performance discrepancy with participants in blended learning outperforming their traditional teaching counterparts by an impressive mean difference of 19.2%. These findings align with prior research emphasizing advantages such as heightened teacher availability, flexible learning schedules and improved problem-solving skills associated with blended learning. The study underscores the crucial role of technology integration in education, particularly in enhancing conceptual understanding and addressing errors in complex topics like 3D trigonometry. It highlights the effectiveness of blended learning in elevating academic achievement in mathematics and recommends its integration into conventional teaching methods. Additionally, the study recognizes the value of digital equity and promotes more access to technology in schools as a means of reducing the digital gap and improving student performance.