One of the main outcomes of the current period is to decrease in the cost and energy of accessing the information due to rapid growing of internet and Information Technologies. Therefore, transferring online courses to users via e-learning platforms has became more and more preferred in recent years. This paper aims to investigate the effect of an online course designed in Google Course Builder to teach introductory level SQL (Structured Query Language) on students' knowledge and skills on use of SQL. 61 undergraduate students from a private university in Turkey who were enrolled in "Basic Computer Applications" course participated in this research. To establish an experimental research design, the students were randomly separated into experimental and control groups. Blended learning method was applied to the experimental group whose participants enrolled in the online course (SQL Course) and face-to-face (F2F) method was applied to the control group with the same learning content. While SQL Mid-Test was only conducted to observe the change of experimental group, SQL Final Test was applied to both groups. Since the sample size of the experimental group is under 30 and a normal distribution was not found, Mann-Whitney U Test was performed to compare the means of experimental and control groups. To compare the means of SQL Mid-Test and SQL-Final Test, Wilcoxon Signed-Rank Test was performed. After two weeks of experiment, it was found that there is a significant difference between two groups in favor of participants taught with F2F method. It was also revealed that slightly but significant improvement were found on the academic performance of the experimental group. On one hand, the comparison between two groups demonstrated the constraints for learning a scripting language in a short time, however on the other hand results also showed the positive effect of blended learning environment to students' learning performance towards using introductory level SQL. All findings of the study were discussed in the light of relevant literature.