The role of technology in mathematics education is growing more significant as contemporary learning evolves, particularly with the advent of blended learning approaches that merge traditional in-person instruction with digital and online tools. A significant amount of research has examined the connection between blended learning and mathematics education. Nevertheless, the effect of blended learning on math achievement has shown inconsistent results, indicating a need for a more comprehensive analysis. This research seeks to address this gap by analyzing the varying effects of blended learning on math achievement across different educational systems and learning environments. To achieve this objective, a meta-analytic review was conducted, synthesizing 34 empirical studies published between 2014 and 2023. These studies involved a total of 2,996 students and provided 34 units of effect size for analysis. Various statistical techniques were employed, including sensitivity analysis, publication bias assessment, Z-test, and Cochrane's Q test, all conducted using Comprehensive Meta-Analysis software. The findings from this meta-analysis reveal that the implementation of blended learning in mathematics has a significantly positive and robust effect on students' math achievement (g = 1.090; p < 0.05). This suggests that blended learning, when implemented effectively, can enhance students' understanding and performance in mathematics. Furthermore, the current meta-analytic review has examined that two moderating factors, such as educational level and digital platform, significantly differentiated students’ math achievement in the environment of blended learning. Meanwhile, there has not been adequate evidence to conclude that class capacity and geographical location significantly differentiated students’ math achievement in the blended learning environment. These findings highlight that while some contextual factors, such as educational level and the choice of digital platforms, play a crucial role in influencing math achievement, others, like class size and geographical location, may not be as impactful in blended learning contexts. This study offers an in-depth insight into the ways blended learning can effectively optimize math achievement across different educational settings. The positive outcomes associated with blended learning suggest that educators and policymakers should consider incorporating digital tools and resources into the mathematics curriculum more strategically. © The Authors.
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