The study investigates the effect of e‐learning, blended learning and classroom learning on students’ achievement. Two experimental groups together with a control group from Umm Al‐Qura University in Saudi Arabia were identified randomly. To assess students’ achievement in the different groups, pre‐ and post‐achievement tests were used. The results of the study (N = 148) show that there was a statistically significant difference between the three methods in terms of students’ achievement favouring the blended learning method (n = 55) with a substantial effect size of 1.34 (Hedges’ g). No significant difference was found between the e‐learning (n = 43) and traditional learning groups (n = 50) in terms of students’ achievement and with a negligible effect size of 0.02.