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This study determined the effect of blended learning strategy on achievement in linear equation among basic education students in Kaduna State. Quasi-Experimental Research Design was used for the study. The population comprised 99142 Basic eight (8) education students in Kaduna State. The sample of the study is 89 students from two intact classes of which 52 were male and 37 were female, which were made up of 42 students in the experimental group purposively selected and 47 students in the control group randomly picked for this study. Two (2) research questions and Two (2) null hypotheses guided the study. The Instrument for data collection is Linear Equation Achievement test (LEAT). The instruments were validated by three experts with average validity index of 0.80. Kudder-Richardson (K-R21) was used to estimate the reliability of LEAT with index of 0.94. Descriptive Statistics of Mean and Standard Deviation was used to answer the research questions, while inferential statistics of Analysis of Covariance (ANCOVA) was used to test the Null hypotheses at 0.05 level of significant. The result of the findings revealed that blended learning strategy enhances male and female students’ understanding of linear equation. Mathematics teachers at all levels are urged to adopt blended learning strategy to promote students’ achievement in Mathematics.