The study investigated the effects of Station Rotation Model (SRM) in public secondary school students’ performance in reading comprehension in Delta State, using a quasi- experimental design of the pretest, protest and control type. A sample of 50 students were randomly selected using a purposive sampling technique on a population of 1480 students of SSS II in three schools in three Local Government Areas of Delta State. The instrument to elicit students’ Performance is Reading Comprehension Performance Test (RCPT) pretest and posttest with reliability coefficients of 0.78 and 0.84 respectively. Three research questions were formulated to guide the study while three hypotheses were stated and tested at 0.05 significance level. Data collected were analyzed using the descriptive statistics of mean and percentage to answer research questions while inferential statistics of analysis of covariance (ANCOVA) was used to test hypotheses. Results show that at 0.05 significance level and df (2, 99) there is no significant difference between students mean performance taught Reading comprehension using the Station Rotation Model and those taught using the Lecture Method. There is no significant difference between the mean performance scores of the male and female students taught reading comprehension using the Station Rotation Model (SRM) form of blended learning strategy. However, descriptive analysis show that the mean difference performance scores of the female students is greater than those of their male counterparts (6.52 > 5.44). Keywords: Station Rotation