Socio-Economic Challenges in Education: Short Film Designs Utilizing a Realistic Mathematics Education Approach

Abstract This study examines the impact of combining Realistic Mathematics Education (RME) with creative learning methodologies—specifically, student-created short films—on secondary school students’ mathematics achievement, attitudes, and self-efficacy. The participants consisted of 52 sixth-grade students from a public middle school located in a socioeconomically disadvantaged region of southern Türkiye, comprising refugee, immigrant, and internally migrated families. The study employed a quasi-experimental pretest–posttest control group design over a four-month intervention period. Students in the experimental group collaboratively developed real-life mathematical scenarios and transformed them into three short films, while the control group received traditional instruction. Data were analyzed using t-tests. The findings revealed statistically significant improvements in the experimental group across all three variables. Moreover, large effect sizes were observed (e.g., d = 1.19 for mathematics achievement, d = 2.61 for attitudes), indicating a strong educational impact. These results suggest that integrating RME with student-driven multimedia production can be a powerful pedagogical strategy, particularly for disadvantaged and culturally diverse student populations. The study recommends broader implementation of this approach to promote mathematical engagement and equity in education.