This study evaluated the impact of blended learning (BL) on student performance and perceptions within an Indian higher education institution. It also explored the relationship between students' online activities, tracked through the institutional e-learning management system (MCE-ELMS), and their final scores. The sample included six teachers and 302 students across 20 courses. Data were gathered using convenience sampling and analysed via independent sample t-tests, Pearson correlation coefficients, and likelihood-ratio tests. Additionally, aspect-based sentiment analysis was applied to responses to an open-ended question, and teacher interviews were analysed using the Activity Theory framework. Results indicated significant improvements in learning outcomes for students in blended courses compared to traditional settings. Students reported positive perceptions of BL, noting its helpfulness, engagement, and enjoyment. They expressed confidence in using BL for future learning and appreciated the interactive and interesting course design. Faculty members were highly satisfied with the training and technical support, which facilitated their BL course development. Regular training and collaboration with other institutions were deemed essential for enhancing the quality of future blended courses.