The purpose of this study was to investigate the effects of the 4MAT instructional
system on achievement and attitudes in science. Fifty-four academically gifted
sixth grade students in three schools in the Chapel Hill-Carrboro (North
Carolina) City Schools were randomly assigned to two groups: a 4MAT Group
or a Restricted-Textbook group that utilized only left-hemisphere activities.
Both groups were taught a three-hour unit on Newton’s First Law of Motion.