Meta-Analysis: Effects of Experiential Learning on Students’ Mathematics Achievement and Engagement

This meta-analysis examined the effects of experiential learning on students’ mathematics achievement and engagement by synthesizing evidence from fourteen empirical studies published between 2020 and 2025. Following the PRISMA 2020 framework, a total of 1,146 records were identified across major databases, 324 duplicates were removed, 56 full texts were screened for eligibility, and 14 studies met the inclusion criteria. Classical meta-analysis revealed a significant positive overall effect of experiential learning on mathematics outcomes (pooled effect size = 1.05, p < .001), indicating that students exposed to collaborative learning, hands-on manipulatives, and real-world problem solving demonstrated higher achievement and stronger engagement than those taught through traditional methods. Although precision varied across studies, most produced moderately precise estimates, supporting the reliability of the overall findings. Heterogeneity was substantial (I² = 87%), reflecting expected variations in instructional design, duration, and educational level, but the positive direction of effects remained consistent across contexts. The evidence affirms experiential learning as a transformative instructional approach that deepens conceptual understanding and increases learner motivation. This study highlights the need for teacher professional development, resource support, and curricula that embed experiential learning as a core pedagogical practice. Future research is encouraged to include more diverse contexts and publish both significant and non-significant results to reduce publication bias and strengthen subsequent meta-analytic evaluations.