Effects of the modeling-based mathematics instruction on Grade 10 students' motivation, engagement and achievement: a quasi-experimental study in Vietnam
Abstract
Purpose This study examines the effectiveness of a modeling-based teaching approach in improving Grade 10 students' learning motivation, learning engagement and academic achievement in the topic “Equations Transformable into Quadratic Equations.” Grounded in self-determination theory, the study explores how modeling-based instruction supports students' motivational and behavioral outcomes. Design/methodology/approach A quasi-experimental design was conducted with 101 tenth-grade students assigned to an experimental group (n = 52) and a control group (n = 49). The experimental group received two modeling-based instructional sessions during a short-term, theory-driven intervention period, using a seven-step process, while the control group was taught through traditional instruction. Data were collected through pre- and post-surveys, classroom observations and a 50-min post-test. Quantitative analyses included descriptive statistics, independent-samples and paired-samples t-tests, reliability testing and correlation analysis, complemented by qualitative responses. Findings Students in the experimental group showed significant increases in motivation and engagement, whereas the control group exhibited minimal changes. The experimental group also achieved higher post-test mean scores (M = 8.32) than the control group (M = 7.32). Effect size analysis indicated a large intervention effect (Cohen's d = 0.93), suggesting that observed differences were not only statistically significant but also educationally meaningful within the scope of a short-term quasi-experimental intervention. Motivation, engagement and achievement were found to be strongly correlated. Research limitations/implications The study is limited to a single school and a single mathematical topic, and the short intervention duration limits the use of advanced multivariate analyses, rendering the findings exploratory. Broader and longitudinal studies are recommended. Practical implications Modeling-based instruction offers a feasible approach to enhance students' interest, participation and problem-solving performance in mathematics. Originality/value This study provides exploratory quantitative evidence on the combined effects of modeling-based teaching on motivation, engagement and achievement in Vietnamese high school mathematics, contributing data from an under-researched educational context.