This study explores the effectiveness of blended learning (BL) in higher education, emphasizing its role in student success, withdrawal rates, and perceptions of learning environments. BL integrates face-to-face and online instruction, and is increasingly adopted across higher education institutions. The study compares BL with traditional and fully online courses, focusing on student outcomes and perceptions. It finds that BL generally leads to improved student success and satisfaction compared to face-to-face and online courses. However, the study also highlights the challenges in defining and measuring the effectiveness of BL, as well as the impact of demographic factors on student performance. The research investigates how students evaluate their educational experiences, revealing robust if-then decision rules that influence their perceptions. These rules are independent of course modality, perceived content relevance, and expected grades. The study also addresses the issue of educational access, noting that disparities in access to technology and resources continue to affect student outcomes, particularly for underserved populations. While online technologies have the potential to increase access, the study finds that access benefits may not be evenly distributed across demographic groups. The study uses a decision tree analysis to examine student perceptions of instruction and course effectiveness. It identifies key factors that influence student ratings, including instructor effectiveness, course environment, and communication. The results indicate that when students perceive their learning environment as effective, they are more likely to rate their educational experience highly. The study also highlights the importance of institutional support in the successful implementation of blended learning initiatives. The research concludes that blended learning is a dynamic and evolving approach that is increasingly integrated into higher education. It has the potential to enhance student success and improve educational equity. However, the study emphasizes the need for continued research and development to fully understand the impact of blended learning on student outcomes and the broader educational landscape. The findings suggest that blended learning is a promising approach that can help address the challenges of modern education, particularly in terms of accessibility and effectiveness.This study explores the effectiveness of blended learning (BL) in higher education, emphasizing its role in student success, withdrawal rates, and perceptions of learning environments. BL integrates face-to-face and online instruction, and is increasingly adopted across higher education institutions. The study compares BL with traditional and fully online courses, focusing on student outcomes and perceptions. It finds that BL generally leads to improved student success and satisfaction compared to face-to-face and online courses. However, the study also highlights the challenges in defining and measuring the effectiveness of BL, as well as the impact of demographic factors on student performance. The research investigates how students evaluate their educational experiences, revealing robust if-then decision rules that influence their perceptions. These rules are independent of course modality, perceived content relevance, and expected grades. The study also addresses the issue of educational access, noting that disparities in access to technology and resources continue to affect student outcomes, particularly for underserved populations. While online technologies have the potential to increase access, the study finds that access benefits may not be evenly distributed across demographic groups. The study uses a decision tree analysis to examine student perceptions of instruction and course effectiveness. It identifies key factors that influence student ratings, including instructor effectiveness, course environment, and communication. The results indicate that when students perceive their learning environment as effective, they are more likely to rate their educational experience highly. The study also highlights the importance of institutional support in the successful implementation of blended learning initiatives. The research concludes that blended learning is a dynamic and evolving approach that is increasingly integrated into higher education. It has the potential to enhance student success and improve educational equity. However, the study emphasizes the need for continued research and development to fully understand the impact of blended learning on student outcomes and the broader educational landscape. The findings suggest that blended learning is a promising approach that can help address the challenges of modern education, particularly in terms of accessibility and effectiveness.