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

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.