ARCS Motivasyon Modeli: 1997-2018 Yılları Arasında Yapılmış Uygulamalı Makalelerin İçerik Analizi

Yildiz, Vahit Ağa; Baydaş, Özlem; Göktaş, Yüksel

doi:10.24315/tred.520477

Cited by 6 publications

References 27 publications

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Does really educational robotics improve secondary school students’ course motivation, achievement and attitude?

Selcuk,

Kucuk,

Sisman

2024

Educ Inf Technol

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This study examines the impact of educational robotics applications in Information Technologies and Software courses on the motivation, attitude towards robotics, and academic achievement of 6th-grade secondary school students. The research employed pre-experimental method encompassing 112 students. Students got training in robotics using the Arduino education kit over the course of eight weeks consisted of programming and electronic concepts. Findings indicate that while students' motivation levels were moderate both before and after the implementation, there was a relative decrease in course motivation scores after the implementation. Students exhibited positive attitudes towards robotics and achieved a good level of success. Additionally, a significant effect of motivation on attitudes towards robotics was observed. Gender was found to have no effects on motivation, attitude, or achievement. It was determined that students held positive attitudes towards robotics and developed favorable views of their robotics skills. The implications are discussed in terms of theoretical insights, practices and directions for further research.

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Does really educational robotics improve secondary school students’ course motivation, achievement and attitude?

Selcuk,

Kucuk,

Sisman

2024

Educ Inf Technol

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Fen Bilgisi Öğretmen Adaylarının Motivasyon ve Öğrencileri Motive Etme Hakkındaki Bilgi Düzeylerinin ve Uygulama Durumlarının İncelenmesi

İNALTUN

2022

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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Motivation to learn science positively affects students to become science literate individuals. Therefore, researchers have conducted many studies to determine the factors that increase students' motivation. Most of these studies have focused on various teaching methods and techniques' effects on students' motivation. However, in contrast to the abundance of studies conducted for this purpose, there are very few studies on the knowledge and practices of teachers and preservice teachers on motivation and motivating students. Therefore, this study aims to examine the knowledge and practices of preservice science teachers in motivating students to learn science by using a case study. The participants consist of eight preservice science teachers attending the fourth grade at a state university in Turkey. Interviews, lesson plans, and presentations were used to obtain data on the quality of participants' knowledge and practices about motivating students. The interview data were analyzed by content analysis and coded into categories. The qualities of the teaching practices included in the lesson plans and presentations regarding motivating the students were analyzed using Keller's ARCS model. The findings showed that preservice science teachers' knowledge was far from reflecting the motivation's multidimensional nature. Additionally, findings revealed that preservice science teachers mostly defined motivation as attracting interest and attention, and in line with these views, the practices they planned to use to motivate students were mostly classified under the category of generating and sustaining the attention of the ARCS model. Suggestions are made to increase the knowledge and practices of preservice science teachers about motivation.

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Investigating the effect of instruction designed according to the ARCS model enriched with web 2.0 tools on students' mathematics achievement and motivation

Huriye,

Tušba,

Figen

2024

JSCH

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This study aimed to investigate the effect of instruction designed according to the ARCS model enriched with Web 2.0 tools on the mathematics achievement and motivation of secondary school students and to examine student opinions regarding the applied instruction process. A mixed-methods approach was employed in the study since both quantitative and qualitative data were collected. To support quantitative data with qualitative data, a sequential explanatory design was chosen from mixed-methods designs. The research was conducted in the 2022–2023 academic year with the participation of 40 7th grade students enrolled in a public school in Niğde province. The research process was planned for 10 weeks, including a pretest administration in the first week, an eight-week intervention, and a posttest administration in the last week. In the experimental group, a mathematics instruction plan designed according to the ARCS model enriched with Web 2.0 tools was implemented, while in the control group, only the existing mathematics instruction plan was implemented. Quantitative data were collected using the ratio, proportion and percentage achievement tests and the mathematics motivation scale. Qualitative data were collected through focus group interviews with experimental group students. Data analysis was conducted, which included independent samples t-tests, paired samples t-tests, MANOVAs, and content analysis. The findings obtained from this study revealed that teaching with the ARCS model enriched with Web 2.0 tools had a positive effect on students' academic achievement. When the sub-dimensions of motivation were analyzed, no significant difference was found between the groups in the posttest motivation scores, but most of the participant students in the focus group interviews expressed positive opinions about the process and mentioned the effectiveness of the process. This study provides important information about the effectiveness of integrating Web 2.0 tools into the ARCS model in secondary school mathematics education in terms of the effectiveness of the teaching process and its contributions to students' achievement.

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ARCS Motivasyon Modeli: 1997-2018 Yılları Arasında Yapılmış Uygulamalı Makalelerin İçerik Analizi

Cited by 6 publications

References 27 publications

Does really educational robotics improve secondary school students’ course motivation, achievement and attitude?

Does really educational robotics improve secondary school students’ course motivation, achievement and attitude?

Fen Bilgisi Öğretmen Adaylarının Motivasyon ve Öğrencileri Motive Etme Hakkındaki Bilgi Düzeylerinin ve Uygulama Durumlarının İncelenmesi

Investigating the effect of instruction designed according to the ARCS model enriched with web 2.0 tools on students' mathematics achievement and motivation

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