This is a review of experimental research in which students have been taught to pose mathematical problems as a means of developing their learning. Hence, the aim of the research is to combine the empirical evidence regarding the functionality of problem posing strategies and to explore the aspects which could influence the integration of problem posing in mathematical education. In this direction, a meta-analysis approach was utilized in this study. 20 experimental research published between years of 2000 and 2020 are contained in this research and 31 effect sizes were computed. According to random effects model, it was found that problem posing strategy has significant impact on learners' problem-solving skills, mathematics achievement, level of problems posed, and attitudes towards mathematics (ES = 1.328; 1.142; 1.152; 0.643; p=0.05). These effects also were analyzed according to methodological and instructional variables. The findings obtained in the research was discussed in the light of the literature and suggestions were made for the future studies.