The present research aims to design an instructional model based on Kapur’s theory and to examine its effectiveness on mathematical problem-solving among elementary school students.

The study is structured in three phases: model development, internal validation, and external validation. The research methodology in the qualitative phase involves inductive qualitative content analysis of scientific documents and expert interviews to develop the instructional model. In the quantitative phase, the internal validation utilizes a survey design to gather expert consensus, while the external validation employs a quasi-experimental design with a pretest-posttest control group approach.

The target population consists of two segments: in the qualitative and internal validation phases, experts in educational sciences and psychology are recruited, while the external validation phase focuses on sixth-grade students in the Malard region. Purposive sampling is utilized across all stages.

Data collection for scientific documents relies on a systematic review approach, whereas semi-structured interviews are conducted with experts. Furthermore, a researcher-made test is developed to collect pretest and posttest data regarding the mathematical problem-solving variable.

Qualitative data analysis is performed through coding processes applied to scientific literature and interview transcripts. For internal validation, expert consensus is analyzed using descriptive statistics and Content Validity Index (CVI). Finally, the effectiveness of the model (external validation) is evaluated using descriptive and inferential statistics, specifically analysis of covariance (ANCOVA).