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

Riyan Hidayat; Ahmad Fauzi Mohd Ayub; Mohd Afifi bin Bahurudin Setambah; Nurul Hijja Mazlan; Riyan Hidayat; Ahmad Fauzi Mohd Ayub; Mohd Afifi bin Bahurudin Setambah; Nurul Hijja Mazlan

doi:10.3934/steme.2025020

STEM Education

2025, Volume 5, Issue 3: 401-424. doi: 10.3934/steme.2025020

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

Riyan Hidayat ^{1
,
,},
Ahmad Fauzi Mohd Ayub ^{1
,},
Mohd Afifi bin Bahurudin Setambah ^{2
,},
Nurul Hijja Mazlan ^{3
,}

1.
Department of Science and Technical Education, Faculty of Educational Studies, Universiti Putra Malaysia, 43400, Serdang, Selangor, Malaysia; riyan@upm.edu.my, afmy@upm.edu.my
2.
Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, Tanjung Malim, 35900, Perak, Malaysia; mohdafifi@fpm.upsi.edu.my
3.
Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA, Shah Alam, 40450, Malaysia; nurulhijja@uitm.edu.my

Academic Editor: Kwesi Yaro

Received: 12 November 2024 Revised: 12 March 2025 Accepted: 01 April 2025 Published: 18 April 2025

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.
- effect size,
- mathematics learning,
- meta-analysis,
- modelling activity,
- PRISMA
Citation: Riyan Hidayat, Ahmad Fauzi Mohd Ayub, Mohd Afifi bin Bahurudin Setambah, Nurul Hijja Mazlan. A meta-analysis of the effect of modelling activities on learning outcomes in mathematics[J]. STEM Education, 2025, 5(3): 401-424. doi: 10.3934/steme.2025020

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Abstract

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.

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Author's biography Riyan Hidayat is a senior lecturer at the Faculty of Education, Universiti Putra Malaysia (UPM). He earned his bachelor's degree in education (Mathematics) from Universitas Islam Riau (UIR) in Indonesia and his master's degree in education (Mathematics) from Universiti Kebangsaan Malaysia (UKM). He then pursued a doctoral degree in Mathematics Education at Universiti Malaya (UM) in Kuala Lumpur. Dr. Hidayat specializes in statistics, educational psychology, and mathematics teaching; Ahmad Fauzi Mohd Ayub is a professor at the Faculty of Educational Studies Universiti Putra Malaysia. He is also a research associate at the Institute for Mathematical Research. He earned his diploma in computer Science and degree in Mathematics from Univerisit Putra Malaysia. His master's degree in information technology from Universiit Teknologi MARA and he pursued a doctoral degree in Information Science at Universiti Kebangsaan Malaysia. His specialization is in Information Technology, educational technology and Mathematics Education; Mohd Afifi Bahurudin Setambah is a senior lecturer at the Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris. He obtained his bachelor's degree in education (Mathematics) from Universiti Kebangsaan Malaysia (UKM), Malaysia. He later completed his master's degree in mathematics education and PHD in Mathematics Education from Universiti Pendidikan Sultan Idris (UPSI), Malaysia. Dr. Mohd Afifi Bahurudin's areas of expertise include module development, experimental research, critical thinking, and gamification in mathematics education; Nurul Hijja Mazlan is a senior lecturer in Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA, Shah Alam. She received her Doctor of Philosophy (Ph.D) from Universiti Malaya, Malaysia. She has been a passion academician in Multimedia Technology for 16 years. Her current research interests are in Spatial Computing and Educational Technology; specifically designing and developing interactive spatial computing products in educational settings. She can be contacted at: nurulhijja@uitm.edu.my

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