The incorporation of blended learning, which merges online and in-person instruction, has the potential to enhance student achievement in mathematics. This research explores the effect of blended learning on undergraduate students’ mathematics achievement at the faculty of sciences in Kenitra, Morocco. The study contrasts the performance of 162 undergraduate students in a blended learning environment with a traditional classroom setting using a mixed-methods design. The findings reveal that students in the blended learning setup exhibited considerably higher mathematics achievement scores. The research accentuates the need for blended learning platforms to be accessible to all students, regardless of their socio-economic background, and for teachers to receive the necessary training and support to execute blended learning in the classroom. Furthermore, the study underlines the importance of providing students with the appropriate guidance and support to maneuver the blended learning environment and make the most of the blended learning experience. In summary, this research suggests that the use of blended learning in the department of Mathematics at the faculty of sciences in Kenitra can have a positive impact on student achievement. Meanwhile, it is crucial to weigh the potential challenges and opportunities of using blended learning in the classroom and to ensure that it is implemented effectively to optimize its benefits.