The Short Version
The weight of peer-reviewed meta-analytic evidence does support a statistically significant positive effect of blended learning over traditional instruction, with medium effect sizes (d ≈ 0.35–0.62) reported across multiple independent syntheses. However, the claim overstates the consistency of this advantage. Results are implementation-dependent and vary by subject domain, learner population, and educational level, with some primary studies finding no significant difference. The claim is directionally accurate but would benefit from acknowledging these important qualifications.