The effect of mathematical modeling-based instruction on seventh graders mathematical literacy and academic performance

This study investigates the impact of mathematical modeling-based learning environments on 7th grade students' mathematical literacy and academic performance. A quasi-experimental design with pre-test and post-test control groups was employed in the study, which involved 60 middle school students enrolled in a public school. A mathematical modeling-based learning process was undertaken by the experimental group, while a mathematics instruction without modeling applications was delivered to the control group. Skills-based mathematics tests were used to evaluate students' academic performance, and a literacy scale was used to evaluate their mathematical literacy. The students in the experimental group demonstrated a statistically significant improvement in their mathematical literacy scores between the pre-test and post-test. In contrast, the students in the control group did not show a statistically significant difference between their pre-test and post-test scores. Notably, students in the experimental group advanced to the fifth and sixth levels of mathematical literacy, whereas the control group exhibited minimal change, with no students reaching these higher levels. The experimental group performed better on all skill tests in terms of academic performance. Findings suggest that seventh-grade students' mathematical literacy and academic performance are positively impacted by mathematical modeling-based learning environments. The effect of modeling-based learning environments on students' affective dimensions and process skills could be explored in future research, employing diverse research designs to provide comprehensive insights.