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This research aims to investigate the effect of computer-based teaching (CBT) on students’ academic success. The research used a meta-analytic method to reach a general conclusion by statistically calculating the results of a number of independent studies. In total, 78 studies (62 master’s theses, 4 PhD theses, and 12 articles) concerning this issue were researched based on the literature review of the articles and theses which involved pre-test and post-test control groups and were conducted in Turkey between 2006 and 2014. The CMA and MetaWin statistical programs were used to calculate the effect sizes and variations for comparing the groups with regard to each study in the context of the meta-analysis. The effect size for the 78 studies was calculated as ES=1.13 based on analysis using the random effects model. This value is large, positive, and significant. Aside from this, the mean effect sizes of the CBT were large with regard to the independent variables such as grades level, subject area, types of course, implementation period, and publication year. As a result, it can be seen that the effect of CBT in terms of academic success was high and more successful than traditional teaching methods.