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This study investigated the effectiveness of blended learning and E-learning modes of instruction on the performance of undergraduates in Kwara State, Nigeria. It also determined if the student performance would vary with gender. Quasi experimental that employs pretest, posttest, control group design was adopted for this study. This involves three groups, two experimental (blended learning, and E-learning) and a control group (traditional teaching method). Educational Materials and Methods Performance Test (EMPT) was used for data collection from 30 students that formed the sample for the study. The reliability coefficient of 0.71 was obtained from Kuder-Richardson (KR-20) formula. The Analysis of Covariance (ANCOVA) and Scheffe post hoc test were used to test the hypotheses. Findings of this study showed that: (i) there was significant difference in the performance of the three groups in favour of Experimental group 1 (Blended learning), (ii) there was no significant difference in the performance of male and female undergraduates taught with blended learning, (iii) similarly, no significant difference was found in the performance of male and female undergraduates exposed to e-learning mode of instruction. This implies that performance of undergraduates was enhanced when they are exposed to blended learning mode of instruction. Based on the findings, it was recommended that university lecturers should be encouraged to adopt blended learning for teach their students. Also, government and appropriate university authorities should support and encourage the usage of blended learning in Nigerian universities.