Class room instruction should be a self-regulated process and the learner should be self-motivated to explore problems and situations. Learning for the students who learn through web as a source of knowledge, the learning environment should be shifted to a learner centered rather than teacher centered environment. The advantage of social skills approach to treating children with problems is that it is essentially a positive approach, which assumes that children can be taught the skills necessary to behave in different life situations in a more acceptable manner. The objective of the study was to test the efficacy of blended learning instructional strategy on social skills viz; self-discipline, communication skill, interpersonal skill, team-building skill, leadership skill, thinking skill and problem solving skill. The study employs Pretest-posttest nonequivalence control group design under the quasi-experimental method. The sample consists of 80 students of standard XII, 40 students each in Experimental group and Control group. Statistical techniques of descriptive statistics, t-test and Cohen's were used for comparing the pre-test and post-test scores of social skills and measuring the effect size between experimental and control groups. The findings of the study showed that there is significant difference in the mean posttest scores of social skills between experimental group and control group, and the blended learning instructional strategy is more beneficial to strengthening social skills among higher secondary school students when compared to constructivist teaching strategy.