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The Effects of the ARCS Model Applied Math Classes on Course Interest of Students at-Risk for LD in Elementary Schools

민수진 1 PARKHYUNSOOK 2

1서울방배초등학교
2이화여자대학교

Accredited

ABSTRACT

The purpose of this study was to test the effects of the ARCS model applied math classes on motivation to learn(Course Interest) of elementary school students at-risk for LD. The participants were 206 students at-risk for LD in total(103 each in experimental and control groups), ranging from 4th to 6th grade, in 24 elementary schools in Seoul(12 schools in experimental group, 12 schools in control group) and 24 teachers instructing the students in their own school. The experiment was intervention of 38 lessons(3 classes per a week) for 14 weeks in after-school classes. Pre-test-post-test control group design and MANCOVA were used. The research procedure was as follows: planning and developing lesson plans for the application of the ARCS model in the math course, verification of content validity, the review committee meeting, teacher training, pre-test, intervention committee meeting, intervention and fidelity evaluation, additional teacher training sessions, and post-test. The findings were as follows.: Regarding the entire and each of the four subcategories of CIS on math, the motivation level only by the instructional methods (ARCS applied vs. traditional) was significantly higher for the experimental group than the control group. The relative importance among the four subcategories that contribute to the main effect by the teaching methods was ranked from highest to lowest, Attention, Confidence, Relevance, and Satisfaction. Finally, some recommendations about instructional designs enhancing the course interest of students at-risk for LD were discussed.

Citation status

* References for papers published after 2023 are currently being built.