The use of mobile technology in physics education has become more prevalent, but more data about its effect on student academic performance needs to be collected. This meta-analysis examines the effects of mobile learning on student achievement in physics and any moderating factors. The study collected 36 primary studies from various scientific databases (Scopus, ERIC, DOAJ, Google Scholar) that met the inclusion criteria. The findings indicate that using mobile technology has a significant effect on student performance in physics compared to without mobile learning. Moderator analysis revealed differences in the effects of mobile learning on physics learning outcomes based on sample size, academic level, gender composition, learning media type, learning model type, learning outcome type, and measurement instrument type. However, no effect difference was observed in country status, publication year, sampling technique, and physics content. No publication bias was found in this study. Overall, the study suggests that mobile learning has a strong positive effect on student achievement in physics.