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Original Research | Education Management | Volume 15 Issue 9, September 2026 | Pages: 653 - 659 | India
Effectiveness of a Model-Based Mathematics Laboratory Intervention on Undergraduate Science Students' Academic Achievement: A Pretest-Posttest Study
Abstract: Mathematics laboratories that let learners build, manipulate and reason from physical and computational models are increasingly advocated as a remedy for the passive, procedure-driven instruction that dominates undergraduate mathematics classrooms. This study examined the effectiveness of a model-based mathematics laboratory intervention on the academic achievement of undergraduate science students using a single-group pretest-posttest design. We have collected nearly three hundred sixty seven samples from the mentioned institutions here for this study we have taken Fifty-nine (B.Sc. with Mathematics, and B.Sc.-B.Ed.) samples drawn from three affiliated colleges in Gujarat participated in nine hands-on laboratory activities spanning applied and pure mathematics topics (simple pendulum, planimeter, RLC circuit, linear independence/dependence of vectors, complex numbers, linear operators, Lagrange's interpolation, derivatives, and Rolle's/Lagrange's/Cauchy's mean value theorems). An Achievement Test comprising nine unit-wise sub-tests (15 marks each; 135 marks total) was administered before and after the intervention. Results showed a statistically significant gain in overall achievement, from a pretest mean of 54.88 (SD = 21.44, 40.7%) to a posttest mean of 83.44 (SD = 22.13, 61.8%), t(58) = 18.02, p
Keywords: mathematics laboratory; model-based learning; academic achievement; undergraduate science education; pretest?posttest design; hands-on pedagogy
How to Cite?: Paras Uchat, Priyanka Patel, "Effectiveness of a Model-Based Mathematics Laboratory Intervention on Undergraduate Science Students' Academic Achievement: A Pretest-Posttest Study", Volume 15 Issue 9, September 2026, International Journal of Science and Research (IJSR), Pages: 653-659, https://www.ijsr.net/getabstract.php?paperid=SR26910185248, DOI: https://dx.doi.org/10.21275/SR26910185248