The Effect of Applied ARCS Model in teaching one Unit from Geographic Subject on Increasing the Motivation among Tenth Grade Student

Medyan Nayef Alhawari

Abstract


The study aims to identify the effect of using (ARCS) model on stimulating motivation for learning among tenth-grade students in learning geography in Jordan. To achieve the objectives of the study, the semi-experimental approach was adopted. The sample of the study consisted of (56) students who were divided into two groups, the control group consisted of (30) students taught by using the traditional method, and the experimental group (26) student taught by using the (ARCS) model. To achieve the objectives of the study, the researcher developed the lesson “global warming" according to the (ARCS) model, and the motivation scale was applied. The findings showed that there were statistically significant differences in the post-test, and the differences were in favor of the experimental group that studied using the (ARCS) model. The results also showed that there were no statistically significant differences in the post-test attributable to the gender variable. In the view of the results, the researcher recommended encouraging geography teachers to use the ARCS model after adapting it to our educational environment for its positive impact on the educational learning process, and to make use of the study tool (Lepper, Corpus, and Iyenger, 2005) for motivation.

Keywords


(ARCS) Model; geography; motivation; tenth-grade students.

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