Abstract
The purposes of this study are: to apply the ARCS model in designing an acid and bases unit, and to assess a single class of 11th graders for motivation and achievement outcomes before and after ARCS instruction. Four essential strategies for designing motivation instruction in the ARCS model were: Attention, Relevance, Confidence, and Satisfaction. We used the ARCS model in designing a 10-hour acids and bases lesson for one class of 11th graders with low interest and motivation in chemistry learning. Both the Students' Motivation toward Science Learning questionnaire (SMTSL) (Tuan, Chin & Shieh, in press) and a teacher-designed achievement test were implemented before and after instruction. In addition, students' self-reporting on time engagement in learning before and during the instruction was also collected. The results of the study indicated that both students' motivation and achievement in the acids and bases unit increased significantly (p<0.05) after the ARCS instruction. Students' time engagement during the ARCS lessons had increased from before. Findings of the study showed that using the ARCS model to teach acids and bases unit could improve low motivated students' level of motivation and achievement. The implications for chemistry teaching will be discussed in the paper.
Article PDF
Similar content being viewed by others
Avoid common mistakes on your manuscript.
References
Arnone, M.P. & Small, R.V. (1995). Arousing and sustaining curiosity: Lessons from the ARCS model. Paper presented at the annual conference of the Association for Educational Communications and Technology, Anaheim, CA.
Barlia, L. & Beeth, M.E. (1999). High school students' motivation to engage in conceptual change learning in science. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA.
Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M. & Sheldon, B. (1997). The impact of teaching strategies on intrinsic motivation. ERIC Reproduction Service No. ED 418925.
Brophy, J. (1998). Motivating students to learn. New York: McGraw-Hill.
Erduran, S. (1999). Merging curriculum design with chemical epistemology: A case of teaching and learning chemistry through modeling. Unpublished PhD dissertation, Vanderbilt University, Nashville.
Fairbrother, R.W. (2000). Strategies for learning. In M. Monk and J. Osborne (Eds.), Good practice in science teaching (pp. 7–24). Philadelphia: Open University Press.
Folino, D.A. (2001). Stories and anecdotes in the chemistry classroom. Journal of Chemical Education, 78, 1615–1618.
Francisco, J.S., Nicoll, G. & Trautmann, M. (1998). Integrating multiple teaching methods into a general chemistry classroom. Journal of Chemical Education, 75, 210–213.
Gabel, D. (1998). The complexity of chemistry and implications for teaching. In B.J. Fraser & K.G. Tobin (Eds.), International handbook of science education (pp. 233–248). Dordrecht: Kluwer.
Gabel, D. (1999). Improving teaching and learning through chemistry education research: A look to the future. Journal of Chemical Education, 78, 1615–1618.
Hodson, D. (1998). Teaching and learning science: Towards a personalized approach. Philadelphia: Open University Press.
Keller, J.M. (1983). Motivation design of instruction. In C.M. Reigeluth (Ed.), Instructional-design theories and models: An overview of their current status (pp. 383–484). Hillsdale, NJ: Lawrence Erlbaum.
Keller, J.M. (1987). Strategies for stimulating the motivation to learn. Performance and Instruction Journal, 26, 1–7.
Keller, J.M. (1997). Motivational design and multimedia: Beyond the novelty effect. Strategic Human Resource Development Review, 1, 188–203.
Keller, J.M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning, 78, 39–47.
Nakhleh, M.B. & Krajcik, J.S. (1994). Influence of levels of information as presented by different technologies on students' understanding of acid, base, and pH concepts. Journal of Research in Science Teaching, 31, 1077–1096.
Pintrich, P.R., Marx, R.W. & Boyle, R.A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167–199.
Shellnut, B. (1999). The influence of designer and contextual variables on the incorporation of motivational components to instructional design and the perceived success of a project. Paper presented at the national convention of the Association for Educational Communications and Technology, Houston, TX.
Shellnut, B., Knowlton, A. & Savage, T. (1999). Applying the ARCS model to the design and development of computer-based modules for manufacturing engineering courses. Educational Technology Research and Development, 47(2), 100–110.
Sisovic, D. & Bojovic, S. (1999). Attitudes of pupils of the first form of secondary school towards chemistry classes. Nastava i vaspitanje, 3–4, 352–364.
Small, R.V. (1997). Motivation in instructional design. ERIC Reproduction Service No. ED 409895.
Small, R.V., Dodge, B.J. & Jiang, S. (1996). Dimensions of interest and boredom in instructional situations. Paper presented at the national convention of the Association for Educational Communications and Technology, Indianapolis, IN.
Song, S.H. & Keller, J.M. (1999). The ARCS model for developing motivationally-adaptive computer-assisted instruction. Paper presented at the national convention of the Association for Educational Communications and Technology, Houston, TX.
Suzuki, K. & Keller, J.M. (1996). Creation and cross-cultural validation of an ARCS motivational design matrix. Paper presented at the annual meeting of the Japanese Association for Educational Technology, Kanazawa, Japan.
Tamir, P. (1996). Science assessment. In M. Birenbaum & F.J.R.C. Dochy (Eds.), Alternatives in assessment of achievements, learning processes and prior knowledge (pp. 93–129). Boston: Kluwer.
Tuan, S.L., Chin, C.C. & Shieh, S.H. (in press). The development of a questionnaire to measure students' motivation towards science learning, International Journal of Science Education.
Vroom, V.H. (1964). Work and motivation. New York: Wiley.
Visser, L., Plomp, T. & Kuiper, W. (1999). Development research applied to improve motivation in distance education. Paper presented at the national convention of the Association for Educational Communications and Technology, Houston, TX.
Zoller, U. (1990). Students' misunderstandings and misconceptions in college freshman chemistry (general and organic). Journal of Research in Science Teaching, 27, 1053–1065.
Zoller, U. (1999). Scaling-up of higher order cognitive skills-oriented college chemistry teaching: An action-oriented research. Journal of Research in Science Teaching, 36, 583–596.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Feng, SL., Tuan, HL. Using ARCS Model to Promote 11th Graders' Motivation and Achievement in Learning about Acids and Bases. Int J Sci Math Educ 3, 463–484 (2005). https://doi.org/10.1007/s10763-004-6828-7
Issue Date:
DOI: https://doi.org/10.1007/s10763-004-6828-7