This study made use of Gene Glass Effect Size formula to estimate the mean effect sizes of the eleven (11) reviewed experimental research studies on the effect of experimental and conventional teaching and learning strategies to the academic performance of students in mathematics. A validated Inclusion Criteria was utilized in the selection of studies and a modified Methodology Appraisal Checklist was employed in the analysis of elements of the research problem and research methodology. The mean effect sizes and variances of the reviewed studies vary across the elements of the research problem and methodology, an indication that teaching and learning strategies are dependent on the quality of methodology used by the researcher. This study stressed that there is no enough evidence to prove that experimental teaching and learning strategies are more effective than conventional pedagogies in improving learnings in math, as the analysis of variance (ANOVA) revealed a p-value of 0.982 (critical value=0.05).
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