Using ARCS model to promote 11th graders' motivation and achievement in learning about acids and bases

Sung Lin Feng, Hsiao-Lin Tuan

Research output: Contribution to journalReview article

26 Citations (Scopus)

Abstract

The purposes of this study are: to apply the ARCS model in designing an acid and bases unit, and to assess a single class of 11th graders for motivation and achievement outcomes before and after ARCS instruction. Four essential strategies for designing motivation instruction in the ARCS model were: Attention, Relevance, Confidence, and Satisfaction. We used the ARCS model in designing a 10-hour acids and bases lesson for one class of 11th graders with low interest and motivation in chemistry learning. Both the Students' Motivation toward Science Learning questionnaire (SMTSL) (Tuan, Chin & Shieh, in press) and a teacher-designed achievement test were implemented before and after instruction. In addition, students' self-reporting on time engagement in learning before and during the instruction was also collected. The results of the study indicated that both students' motivation and achievement in the acids and bases unit increased significantly (p<0.05) after the ARCS instruction. Students' time engagement during the ARCS lessons had increased from before. Findings of the study showed that using the ARCS model to teach acids and bases unit could improve low motivated students' level of motivation and achievement. The implications for chemistry teaching will be discussed in the paper.

Original languageEnglish
Pages (from-to)463-484
Number of pages22
JournalInternational Journal of Science and Mathematics Education
Volume3
Issue number3
DOIs
Publication statusPublished - 2005 Sep 1

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instruction
Chemistry
learning
Unit
student
chemistry
Model
Questionnaire
Confidence
achievement test
Learning
confidence
questionnaire
Teaching
teacher
science
Engagement
Class
time
Strategy

All Science Journal Classification (ASJC) codes

  • Education
  • Mathematics(all)

Cite this

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abstract = "The purposes of this study are: to apply the ARCS model in designing an acid and bases unit, and to assess a single class of 11th graders for motivation and achievement outcomes before and after ARCS instruction. Four essential strategies for designing motivation instruction in the ARCS model were: Attention, Relevance, Confidence, and Satisfaction. We used the ARCS model in designing a 10-hour acids and bases lesson for one class of 11th graders with low interest and motivation in chemistry learning. Both the Students' Motivation toward Science Learning questionnaire (SMTSL) (Tuan, Chin & Shieh, in press) and a teacher-designed achievement test were implemented before and after instruction. In addition, students' self-reporting on time engagement in learning before and during the instruction was also collected. The results of the study indicated that both students' motivation and achievement in the acids and bases unit increased significantly (p<0.05) after the ARCS instruction. Students' time engagement during the ARCS lessons had increased from before. Findings of the study showed that using the ARCS model to teach acids and bases unit could improve low motivated students' level of motivation and achievement. The implications for chemistry teaching will be discussed in the paper.",
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Using ARCS model to promote 11th graders' motivation and achievement in learning about acids and bases. / Feng, Sung Lin; Tuan, Hsiao-Lin.

In: International Journal of Science and Mathematics Education, Vol. 3, No. 3, 01.09.2005, p. 463-484.

Research output: Contribution to journalReview article

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