|  e-ISSN: 2147-5156

Original article | Turkish Journal of Teacher Education 2022, Vol. 11(1) 57-80

The Effect of Teaching Based on ARCS Motivation Model in Social Studies Course on Academic Achievement, Permanence and Level of Motivation Towards the Course  

Ilhan Turan, Serpil Ersoy

pp. 57 - 80   |  Manu. Number: MANU-2012-07-0002.R1

Published online: June 30, 2022  |   Number of Views: 24  |  Number of Download: 369


Abstract

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.


How to Cite this Article?

APA 6th edition
Turan, I. & Ersoy, S. (2022). The Effect of Teaching Based on ARCS Motivation Model in Social Studies Course on Academic Achievement, Permanence and Level of Motivation Towards the Course   . Turkish Journal of Teacher Education, 11(1), 57-80.

Harvard
Turan, I. and Ersoy, S. (2022). The Effect of Teaching Based on ARCS Motivation Model in Social Studies Course on Academic Achievement, Permanence and Level of Motivation Towards the Course   . Turkish Journal of Teacher Education, 11(1), pp. 57-80.

Chicago 16th edition
Turan, Ilhan and Serpil Ersoy (2022). "The Effect of Teaching Based on ARCS Motivation Model in Social Studies Course on Academic Achievement, Permanence and Level of Motivation Towards the Course   ". Turkish Journal of Teacher Education 11 (1):57-80.

References

    Aktepe, V. (2005). The importance of knowing the individual in education. Gazi University Kirsehir Education Faculty Journal, 6 (2), 15-24.

    Asiksoy, G., & Ozdamli, F. (2016). Flipped classroom adapted to the ARCS model of motivation and applied to a physics course. Eurasia Journal of Mathematics, Science & Technology Education, 12 (6), 1589-1603.

    Balantekin, Y. (2014). The effect of the constructivist learning approach designed according to the ARCS motivation model on students' motivation, attitudes, and academic achievement (Unpublished doctoral thesis). Uludag University, Institute of Educational Sciences, Bursa.

    Bilgili, A. S (2010). Social sciences and social studies from past to present. In A. S. Bilgili (Ed.), Fundamentals of social studies (pp. 1-34). Ankara: Pegem Academy.

    Buyruk, AA, Erdogan, P., Deveci, C. C. & Toy, Y.B (2018). The effect of instructional design based on understanding enriched with motivation model on students' English speaking skills and motivation: A design-based research. Journal of Higher Education and Science, 8(1), 82-94.

    Caliskan, F. Z (2017). The effect of ARCS motivation model on 5th grade students' attitudes towards the environment and their success (Unpublished master's thesis). Marmara University, Institute of Educational Sciences, Istanbul.

    Can, A. (2014). Quantitative data analysis in the scientific research process with SPSS (3rd Edition). Ankara: Pegem A Publishing.

    Cengiz, E. (2009). The effect of the ARCS motivation model on students' success and permanence of learning in science and technology courses (Unpublished master's thesis). Atatürk University, Institute of Science and Technology, Erzurum.

    Cetin, U. (2007). Comparison of traditional teaching and teaching with educational software designed in accordance with ARCS motivation model in terms of students' success and permanence of learning (Unpublished master's thesis). Gazi University, Institute of Educational Sciences, Ankara.

    Cetin, U., & Mahiroglu, A. (2008). The effect of educational software designed in accordance with ARCS motivation model on students' academic success and permanence of learning. Ahi Evran University, Kirsehir Education Faculty Journal 9(3), 101-112.

    Colakoglu, O. M. (2009). Investigation of the effect of course modules created using ARCS motivation model on student motivation in blended teaching practices (Unpublished master's thesis). Zonguldak Karaelmas University, Institute of Social Sciences, Zonguldak.

    Creswell, J. W (2017). Educational researches (Trans. H. Eksi). Istanbul: Edam Publishing.

    Dede, Y. (2003a). The effect of ARCS motivation model on students' motivation towards mathematics. Pamukkale University Faculty of Education Journal, 2(14), 173–182.

    Dede, Y. (2003b). The effect of ARCS motivation model and component display theory-based approach on students' learning levels of variable concept and their motivation (Unpublished doctoral thesis). Gazi University, Institute of Educational Sciences, Ankara.

    Eren, A., & Duman, G. (2016). The motivational design model: Its reflections on learning-teaching processes and its relations with other approaches. In G. Ekici, (Ed.), Learning-teaching theories and reflections in practice (p. 774-826). Ankara: Pegem A Publishing.

    Fer, S. (2011). Instructional design (2nd Edition). Ankara: Memoir Publishing.

    Gokcul, M. (2007). The effect of computer software based on Keller's ARCS motivation model on success and retention in mathematics teaching (Unpublished master's thesis). Cukurova University, Institute of Social Sciences, Adana.

    Goksu, I., Ozcan, V. K, Çakir, R. & Goktas, Y. (2014). Studies on instructional design models in Turkey. Elementary Education Online, 13(2), 694-709.

    Gunyel, O. F. (2018). The effect of Web 2.0 supported ARCS applied instructional design on students' listening comprehension and motivation (Unpublished master's thesis). Hacettepe University, Institute of Educational Sciences, Ankara.

    Heafner, T. (2004). Using technology to motivate students to learn social studies. Contemporary Issues in Technology and Teacher Education, 4(1), 42-53.

    Karsli, G. (2015). The effect of ARCS teaching method on motivation, achievement and attitudes of students in 8th grade cell division and heredity unit. (Unpublished master's thesis). Agrı Ibrahim Cecen University, Institute of Natural and Applied Sciences, Agri.

    Kayak, S., & Mahiroglu, A. (2010). The effect of educational software designed according to ARCS motivation model on learning. Turkish Journal of Educational Sciences, 8(1), 67-88.

    Keller, J. M (1987a). Development and use of ARCS model in instructional design. Journal of Instructional Development, 10(3), 2-10.

    Keller, J. M (1987b). Strategies for stimulating the motivation to learn. Performance and Instruction, 26 (8), 1-7.

    Keller, J. M. (2000, Feb). How to integrate learner motivation planning into lesson planning: The ARCS model approach. Paper presented at VII Semanario, Santiago, Cuba

    Kucuk, A., & Yildirim, N. (2019). Nature education and nature schools. In A. I. Sen, (Ed.), Out of school learning environments (pp. 246-272). Ankara: Pegem A Publishing.

    Kucuk, A., & Yildirim, N. (2020). The effect of out-of-school learning activities on 5th grade students’ science, technology, society and environment views. Turkish Journal of Teacher Education, 9(1), 37-63.

    Kurt, M. (2012). The effect of blended instruction according to ARCS motivation model on student achievement in 6th grade information technology course in primary education (Unpublished master's thesis). Gazi University Institute of Educational Sciences, Ankara.

    Kurt, Y. P (2014). ARCS The effects of motivation model on students' motivation to learn English (Unpublished master's thesis). Anadolu University, Institute of Educational Sciences, Eskisehir.

    Kutu, H. (2011). Teaching the 9th grade chemistry lesson “Chemistry in Our Lives” unit with the life-based ARCS model (Unpublished doctoral thesis). Atatürk University, Institute of Educational Sciences, Erzurum.

    Lacinbay, K. (2018). The effect of ARCS motivation model on pre-service visual arts teachers' motivations, attitudes and studies (Unpublished doctoral thesis). Gazi University, Institute of Educational Sciences, Ankara.

    MEB, (2017). Social studies curriculum (primary and secondary school 4th, 5th, 6th and 7th grades), Ankara. Obtained from https://www.meb.gov.tr/ on 18.07.2017.

    Miles, M. B, & Huberman, M. A (2015). Qualitative data analysis (Trans. S. A Altun & A. Ersoy). Ankara: Pegem A Publishing.

    Ocak, A. M., & Akcayir, M. (2013). Do motivation tactics work in blended learning environments?: The ARCS model approach. International Journal of Social Sciences and Education, 3(4), 1058-1070.

    Oncu, H. (2004). Motivation. In L. Küçükahmet (Ed.), Classroom Management (pp. 159-182).  Ankara: Nobel Publishing.

    Ozdamar, K. (2004). Statistical data analysis with package programs (5th Edition). Eskisehir: Kaan Bookstore.

    Ozmen, H. (2016). Experimental research method. In M. Metin (Ed.), Scientific research methods in education from theory to practice (pp. 47-76). Ankara: PegemA Publishing.

    San, S., & Ibrahimoglu, Z. (2017). The effect of student-centered activity use on students' academic success in social studies course and students' views on these activities. Abant Izzet Baysal University Journal of the Faculty of Education, 17 (4), 2142-2159.

    Saritepeci, M., & Cakir, H. (2014). Investigation of the effect of blended learning on students' motivation and attitudes towards social studies course. Pamukkale University Faculty of Education Journal, 35, 115-119.

    Sengul, M. (2017). Secondary school students' motivation and learning strategies use levels in Turkish lessons. International Journal of Turkish Educational Sciences, 5(8), 272-284.

    Shepherd, M. (2011). Views and experiences of instructional designer candidates who design according to ARCS motivation model in 3D open simulator environment: A case study (Unpublished master's thesis). Atatürk University, Institute of Educational Sciences, Erzurum.

    Shirtless, M. N., & Kan, A. (2012). The validity and reliability study of the social studies course motivation scale. Firat University Journal of Social Sciences, 22(2), 116-125.

    Tahiroglu, M. (2015). The effect of ARCS motivation model on the motivation and achievement levels of primary school 4th grade students towards social studies course. Journal of the World of Turks, 7(2), 261-285.

    Tezel, O., & Soyturk, F. (2017). A compilation of studies on ARCS motivation model applications in Turkey. Journal of Education and Training Research, 6(1), 49-58.

    Vulture, S. (2006). Motivation in education. Journal of Kazım Karabekir Education Faculty, 13, 343-361.

    Yildiz, V. A, Baydas, O. O. & Goktas, Y. (2019). ARCS motivation model: Content analysis of applied articles made between 1997-2018. Trakya Journal of Education, 9(4), 723-741.

    Yildiz, V. A., & Kilic, D. (2018). Examination of motivation levels of elementary school students towards their teachers in terms of arcs model. Journal of Current Researches on Social Sciences, 8(4), 355-366.

    Yildizim, A., & Simsek, H. (2013). Qualitative research methods in the social sciences. (9th Edition). Ankara: Seckin Publishing.

    Yilmaz, K., & Seker, M. (2013). Examination of primary school students' attitudes towards social studies. Istanbul Aydın University Journal, 3(11), 34-50.