College algebra is regarded as a gatekeeper course for attaining degrees, higher paying jobs, and overall individual empowerment. Educational stakeholders have reconsidered alternative instructional approaches such as computer-assisted instruction (CAI) to curb high failure rates and increase retention rates among college algebra students. One type of CAI, MyMathLab (MML), uses adaptive multimedia features to stimulate students' interest and create a learning environment that is more engaging. This research studied the effectiveness of MML in college algebra. Understanding the effectiveness of MML will improve the knowledge base necessary to make informed decisions about how to close the achievement gap among college algebra students providing them access to better life opportunities. As such, the purpose of this study was to conduct a meta-analysis to determine the overall effectiveness of MML among college algebra students. The theoretical framework applied in this study was B. F. Skinner's theory of behaviorism (Operant Conditioning) due to MML's ability to reinforce mathematical efficiency by modifying behaviors through incentives. The overall effectiveness of MML among college algebra students is the research question that guides the study. A meta-analytic design was chosen so that mean effect sizes could be pooled from different primary studies to infer more accurate generalizations. The primary studies collected from an exhaustive literature search with stringent eligibility criteria served as the sample in the meta-analysis. Hedge's g was used to determine effect sizes because of its superiority at addressing biases when sample sizes are small. The data pooled from a total of (k = 7) quasi-experimental primary studies that summarized the mean effect sizes using Hedge's g in a forest plot was based on the random-effects model. The results of the meta-analysis yielded a significant effect (g = 0.201, p = 0.037, 95% CI [0.012 to 0.390]) favoring MML over traditional college algebra instruction with a moderately low amount of heterogeneity in true outcomes (Q = 9.392, p = 0.153, t[superscript 2] = 0.020, I[superscript 2] = 31.130%). Based on the meta-analytic findings, supplying educators with computer-assisted software such as MML could help modernize the curriculum and prevent future generations of college algebra students from repeating the same patterns of struggle and missed opportunities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]