Original article | Turkish Journal of Teacher Education 2022, Vol. 11(1) 57-80
Ilhan Turan, Serpil Ersoy
pp. 57 - 80 | Manu. Number: MANU-2012-07-0002.R1
Published online: June 30, 2022 | Number of Views: 22 | Number of Download: 320
This research aimed to examine the effect of teaching based on the ARCS (Attention, Relevance, Confidence, and Satisfaction) motivation model in social studies courses on academic success, learning persistence, and motivation and to determine students' views on the activities carried out during the application. An embedded design which is one of the mixed research designs was used. The study group of the research consisted of 46 fifth-grade students, 24 of whom were in the control group and 22 in the experimental group. SPSS 18.0 package program was used in the analysis of the quantitative data obtained in the research, and content analysis was used in the analysis of the qualitative data. The quantitative results of the study revealed that the ARCS motivation model is an effective approach to academic achievement, learning persistence, and motivation. According to the qualitative results, experimental group students stated that the activities facilitated learning, increased their interest in the social studies lesson, and the lessons were enjoyable.
Keywords: ARCS Motivation Model, Social Studies, Academic Success, Learning Persistence, Student Views.
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