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 language | English |
|---|---|
| Pages (from-to) | 463-484 |
| Number of pages | 22 |
| Journal | International Journal of Science and Mathematics Education |
| Volume | 3 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2005 Sep 1 |
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All Science Journal Classification (ASJC) codes
- Education
- Mathematics(all)
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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 journal › Review article
TY - JOUR
T1 - Using ARCS model to promote 11th graders' motivation and achievement in learning about acids and bases
AU - Feng, Sung Lin
AU - Tuan, Hsiao-Lin
PY - 2005/9/1
Y1 - 2005/9/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=27144464726&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=27144464726&partnerID=8YFLogxK
U2 - 10.1007/s10763-004-6828-7
DO - 10.1007/s10763-004-6828-7
M3 - Review article
AN - SCOPUS:27144464726
VL - 3
SP - 463
EP - 484
JO - International Journal of Science and Mathematics Education
JF - International Journal of Science and Mathematics Education
SN - 1571-0068
IS - 3
ER -