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

Author:

Huriye Yavuzkan1,Tušba Yelken1,Figen Kiliç1

Affiliation:

1. Mersin University

Abstract

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.

Publisher

i-manager Publications

Reference42 articles.

1. Abdioğlu, S. (2022). Matematik Başarısı ve öğRenci Kişilik Özellikleri: Bir Meta-Analiz Çalışması (Doctoral dissertation, Necmettin Erbakan University (Turkey)).

2. The Impact of Blended Learning and Social Media-Supported Learning on the Academic Success and Motivation of the Students in Science Education

3. Aktan, S., & Tezci, E. (2013). Mathematics Motivation Scale (MMS) validity and reliability study. The Journal of Academic Social Science Studies, 6(4). 57-77.

4. Aldır, Z. (2014). Web 2.0 araçlarının öğretimde kullanılmasına ilişkin öğretmen adaylarının görüşlerinin çeşitli değişkenler açısından incelenmesi (Doctoral dissertation, Sakarya Universitesi (Turkey)).

5. Almali, H., & YEŞİLTAŞ, E. (2020). Sosyal bilgiler eğitiminde coğrafya konularının web 2.0 teknolojileri kullanılarak öğretiminin öğrencilerin akademik başarı ve tutumlarına etkisi. Türkiye Bilimsel Araştırmalar Dergisi, 5(2), 165-182.

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3