Using meta-analytic techniques this study examined the effects of applying mathematical modelling to support student math knowledge acquisition at the high school and college levels. The research encompassed experimental studies published in peer-reviewed journals between January 1, 2000, and February 27, 2013. Such formulated orientation called for extracting individual effect sizes of student achievement from the accumulated research conducting a moderator analysis. A systematic review of literature resulted in locating 13 primary research articles involving 1,670 participants. The overall mean effect size; ES = 0.69 (SE = 0.05, 95% CI: 0.59-0.79) of a medium magnitude and positive direction supported the claim that mathematical modelling helps students understand and apply math concepts. A subsequent moderator analysis revealed differences of the effect sizes due to different modelling designs, aim of the modelling process, grade levels, and content domains. The research findings along with the discussion can be of interest to mathematics curriculum designers and practitioners who use modelling in their teaching practice.