System Analysis and Design (SAD) is one of the core courses offered in Bachelor’s degree programme in Information Technology. However, it is observed that students are not grasping the details of the lessons, and this is affecting their employability and the productivity value in the software development chain. This experience is linked to the presently-used teaching method. In this regard, blended learning model, which improves students’ learning experience and reduces underachievement in computer science, is suggested. This study therefore aims to identify the effects of the identified success factors on academic success of SAD. To achieve these objectives, a quantitative research method was employed, involving administration of survey instruments distributed to 151 students, who took SAD as a course in UUM, using simple random sampling, and data collected were analysed with correlation and regression techniques. The study found that students’ attitude, students’ technology usage level, students’ access to technology, students’ courseware, curriculum, learning system interface quality, lecture quality, and e-learning system comprehensiveness positively influence students’ academic success in SAD.