This study measured the effect of digital support and teacher support on learning performance. Moreover, it measured the moderating effect of gender on this relationship. The study utilized data from 209 students who enrolled in a blended learning program. It used partial least square structural equation modeling PLS-SEM to test the direct relationship between digital support and teacher support on learning performance, while a multigroup PLS-SEM technique was used to test the moderating effect of gender on the relationship between digital support, teacher support and learning performance. The digital and teacher support variables showed a significant impact on learning performance. Digital support showed negative impact, while teacher support showed a positive impact. Gender showed a significant moderating effect on the relationship between digital, teacher support and learning performance.