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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/14616

Title: USING ARCS MODEL TO PROMOTE 11TH GRADERS’MOTIVATION AND ACHIEVEMENT IN LEARNING ABOUT ACIDS AND BASES
Authors: Feng, Sung-Lin;Tuan, Hsiao-Lin
Contributors: 科學教育研究所
Keywords: ARCS instruction;Chemistry learning;Chemistry teaching;Student’s motivation
Date: 2005
Issue Date: 2012-11-22T07:44:50Z
Publisher: SpringerLink
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.
Relation: International Journal of Science and Mathematics Education, 3(3): 463-484
Appears in Collections:[Graduate Institute of Science Education] Periodical Articles

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