Blended learning approaches have been shown to improve student learning outcomes. This improvement, however, varies with different factors such as pedagogy, skills, confidence, and time. The study was done to determine if enhancing the blended learning approach through expanded time commitment from teachers will improve the performance of Grade 7 students in their mathematics subjects after. A quasi-experimental multi-group design was implemented whereby the control and experimental group received the same technology-based learning inside the classroom but learning was extended to the experimental group by the teacher in charge after class using online platforms. Pretest and posttest were administered to both groups and scores were analyzed using descriptive statistics and t-test. There was no significant difference in the pretest score but in the posttest scores of booth groups. Also, a significant difference in the pretest and posttest of the experimental group was observed while no difference was seen in the control group. The study, therefore, claims that the additional time given by the teachers to students using on-line technologies enhances the implementation of blended learning as evidenced by the positive Mathematics performance of the students. Further studies determining the effects of other teacher factors in the implementation of blended learning and the continuing technology-based development of teachers are recommended.
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