The study investigates the impact of blended learning on graduate students’ learning outcomes in Statistics for Research and Evaluation. In determining the impact of blended learning, the study used a Static Group Pretest-Posttest Quasi-Experimental Design. Two groups of respondents participated in the study, one is the control and the other is the experimental group. Baseline data on knowledge, skills and attitude along with prior learner’s behavior on Statistics were collected and compared with post implementation data on the same variables. The control group received traditional classroom instruction while the experimental group was exposed to Blended Learning enhanced activities (Face to Face and Flipped classroom) for 18 weeks. The study shows that blended learning has a marginal impact on students’ learning outcomes in terms of increasing knowledge, improving attitude towards statistics, and enhancing learners’ behavior. Further research on blended learning is recommended.