A meta-analysis of the effect of modelling activities on learning outcomes in mathematics

Mathematical modelling is employed to address complex challenges. This study aims to bridge the gap in existing research by providing a more detailed understanding of the role of modelling activities in improving mathematics learning. The present systematic literature review (SLR) can contribute to the existing literature on the influence of modelling activities on learning outcomes in mathematics. We conducted a literature review adhering to the PRISMA protocol and searched databases such as ProQuest, ScienceDirect, Scopus, and SpringerLink. We found 20 studies with a total of 3047 participants (1543 in the experimental group and 1504 in the control group). Using R software, we calculated the effect size by standardised mean difference (SMD) and 95% confidence interval (CI). Our results show significant moderate effects of modelling activities on cognitive skills (effect size = 0.78), significant effects on problem-solving skills (effect size = 0.97), and moderately significant effects on achievement (effect size = 0.70). These findings deepen our understanding by demonstrating how modelling activities can improve cognitive growth, problem-solving skills, and academic achievement, providing strong support for their inclusion in mathematics education. Therefore, educators should incorporate modelling activities as a structured practise to improve students' understanding of mathematical concepts.