Hybrid learning based on the integration of traditional face to face and online teaching- learning paradigms has become popular with the improvement of technology. This popularity creates a need for making a reinterpretation of the findings of recent empirical studies conducted on the effectiveness of hybrid learning. Thus, it is aimed to present the overall effect of hybrid learning on students' academic achievements by analyzing 45 research findings obtained from 44 quantitative studies published between 2010 and 2020. Relevant studies were identified from the databases of scholarly publications. The sample was examined using the Comprehensive Meta-Analysis (CMA) program. Publication type, education level, discipline, and duration of the intervention were determined as moderator variables. The results show that the effect of hybrid learning on students' achievement is statistically higher (d = 1.032) in the random-effects model. A heterogeneous distribution was obtained from the sample Further subgroup analyzes using Analog ANOVA revealed that only the discipline variable is statistically significant. It was concluded that the discipline of biology has the highest effect size and the discipline of science has high effect size respectively. Furthermore, the impacts of these findings were discussed and relevant suggestions were given for future researches.