Blended learning (BL) is experiencing significant growth due to the practical needs of business administration tertiary education. As a result, a combination of online and offline teaching has become the "new normal" for students participating in higher education. Employing innovative BL learning models could improve student engagement, behaviour, and performance by helping teachers design an ideal online/offline class. Enhancing students' academic performance could also deepen their affective commitment to future studies and work. This paper presents a blended delivery model -- Goal-Problem Oriented model and BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment, and Summary) teaching model, henceforth referred to as the GPOB model -- for blended learning. It also investigates the relationship between model benefits, learning engagement, student performance, and affective commitment. The moderating effects of affective commitment on the blended model and student learning engagement are also tested. Data is obtained by surveying 198 undergraduates in BL financial management courses. According to the findings, BL classes based on the GPOB model positively affect students' learning engagement and performance and activate their affective commitment to career development. The GPOB model designs an ideal class, obtaining the "three wins" of positive feedback consequences for universities, educators, and students.