The purpose of this study was to investigate the effectiveness of web-based biology learning environment in improving academic performance via a meta-analysis. In looking for the studies on web-based biology learning environment, several keyword patterns from the abstracts (e.g., Pattern 1: web-based learning and biology education) were recruited in well-known databases (e.g., ERIC, EBSCO, Springer Link). Finally, 22 papers were apparent for the current meta-analysis examining the effect of web-based biology learning environment on academic performance. All statistical data from the studies were initially inserted into an Excel sheet and then imported into comprehensive meta-analysis (CMA) statistics software to calculate Hedges' g values. The overall effect-size of web-based biology learning environment pointed to a "medium" effect. Also, it was found that the educational level and type of experimental design, as moderator variables, did not positively affect the students' academic performance along with web-based biology learning environment. In light of the findings, it can be concluded that web-based biology learning environment is somewhat effective at improving the students' academic performance. The current study recommends that further studies should be undertaken to deepen the implementation processes of the studies with extreme values and explore what makes them unique.