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Integrating Mathematical Modelling into Science Instruction: Effects on Academic Performance and Motivation

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Title: Integrating Mathematical Modelling into Science Instruction: Effects on Academic Performance and Motivation
Language: English
Authors: Zeynep Yildiz (ORCID 0000-0002-1439-3592), Mustafa Açikgöz (ORCID 0000-0001-8552-2251)
Source: European Journal of Education. 2026 61(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Descriptors: Mathematical Models, Science Instruction, Teaching Methods, Learning Motivation, Science Achievement, Elementary School Science, Elementary School Students, Grade 4, Science Tests, Achievement Tests, Science Curriculum, Integrated Curriculum
DOI: 10.1111/ejed.70385
ISSN: 0141-8211
1465-3435
Abstract: The primary objective of this study was to examine the effects of mathematical modelling activities on students' science achievement and motivation to learn science when incorporated into science instruction. A quasi-experimental, pretest-posttest control group design was employed within a quantitative research framework. Fifty fourth-grader students (25 in the experimental and 25 in control groups) participated in the study. Data were derived from a science achievement test and a science motivation scale before and after the intervention. In the experimental group, in addition to the activities included in the official science curriculum, modelling-based learning tasks designed by the researchers for the Properties of Matter unit were implemented to promote mathematical thinking. The control group, on the other hand, continued with the official curriculum without any instructional modifications. Data were analysed using statistical software to compare the mean scores of both groups. The results of the analysis indicated that the implementation of mathematical modelling activities in the Properties of Matter unit significantly improved the academic performance of students in the experimental group. However, no statistically significant difference was observed between the groups in terms of their science learning motivation.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497784
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Zeynep+Yildiz%22">Zeynep Yildiz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1439-3592">0000-0002-1439-3592</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mustafa+Açikgöz%22">Mustafa Açikgöz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8552-2251">0000-0001-8552-2251</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1111/ejed.70385
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  Data: 0141-8211<br />1465-3435
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  Data: The primary objective of this study was to examine the effects of mathematical modelling activities on students' science achievement and motivation to learn science when incorporated into science instruction. A quasi-experimental, pretest-posttest control group design was employed within a quantitative research framework. Fifty fourth-grader students (25 in the experimental and 25 in control groups) participated in the study. Data were derived from a science achievement test and a science motivation scale before and after the intervention. In the experimental group, in addition to the activities included in the official science curriculum, modelling-based learning tasks designed by the researchers for the Properties of Matter unit were implemented to promote mathematical thinking. The control group, on the other hand, continued with the official curriculum without any instructional modifications. Data were analysed using statistical software to compare the mean scores of both groups. The results of the analysis indicated that the implementation of mathematical modelling activities in the Properties of Matter unit significantly improved the academic performance of students in the experimental group. However, no statistically significant difference was observed between the groups in terms of their science learning motivation.
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        Value: 10.1111/ejed.70385
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Mathematical Models
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Learning Motivation
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      – SubjectFull: Science Achievement
        Type: general
      – SubjectFull: Elementary School Science
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Grade 4
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      – SubjectFull: Science Tests
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      – SubjectFull: Achievement Tests
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      – SubjectFull: Science Curriculum
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      – SubjectFull: Integrated Curriculum
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      – TitleFull: Integrating Mathematical Modelling into Science Instruction: Effects on Academic Performance and Motivation
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              Y: 2026
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