<![CDATA[The development of digital technology drives the need for innovation in education, particularly regarding instructional media in high school physics. However, most research on implementing android-based mobile learning still yields varied and inconsistent results. Therefore, this meta-analysis synthesizes and evaluates the influence of Android-based mobile learning on the physics learning outcomes of high school students. Guided by PRISMA standards, 24 quasi experimental primary studies were collected and quantitatively analyzed using JASP software via a random-effects model. The analysis revealed a pooled effect size of 1.42 (p < 0.001), categorized as a very large effect. Although the heterogeneity index was remarkably high ( = 95.43%), a deeper examination indicated that effect sizes approaching zero or taking on negative values were driven by internal student factors and variations in methodological quality of primary studies, rather than limitations of android technology itself. Consequently, android-based mobile learning is highly effective in enhancing students’ cognitive outcomes in physics. This study is expected to provide a scientific contribution and offers recommendations for practitioners to optimize android-based media by integrating it with active learning models and structured classroom management to foster self-regulated learning.]]>
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