It has been observed that Blended Learning (BL) allows teachers to integrate elements of traditional face-to-face instruction with tailored online learning modalities since the outbreak of the COVID-19 pandemic. This prompted the authorities to suggest adopting alternatives to ensure that students are not left behind without studying and to prevent the disease from spreading. This study aims to produce a statistical synthesis of contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Furthermore, the inductive approach to theory development was used to determine the significance of BL. The researchers worked on the impact of BL on basic education by studying 31 articles that were relevant in title and abstract. All articles were included from 2012 to 2022. Semantic Scholar, ERIC, Open Access, Elsevier, etc. were searched to identify published literature using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Results revealed that most Asian countries have published studies with more than one-month duration in BL, and high school students were more engaged in hard sciences which shows the practical significance of their study. Superior enlightenment results in students’ achievement when they are given opportunities to study and engage through BL. Considering these factors, it can be concluded that BL is associated with better academic achievement than conventional teaching in basic education.