THE IMPACT OF ARCS MOTIVATION MODEL ON MOTIVATION AND SUCCESS LEVEL OF PRIMARY 4TH GRADE STUDENTS IN SOCIAL STUDIES

Abstract

The purpose of this study is to detect the impact of a teaching-learning process, structured taking the components of ARCS Motivation Model into consideration, on the motivation and success level of primary grade 4 students in social studies. In scope of the study, grouped pretest-posttest testing model is used. The experimental group consists of 32, and the control group 30 students. In order to collect research data, the “Grade 4 and 5 Social Studies Motivation Scale” and “Social Studies Achievement Test” were run on both groups at the beginning and end of the research process. Data was analyzed by means of unrelated samples t-test. The analysis indicated that according to measurements at the beginning of the study, motivation and success level of experimental and control group students showed similarity. Meanwhile, tests after the process showed meaningful difference in favour of the experimental group students in terms of their motivation and success level. Such findings demonstrate that structuring teaching-learning processes according to ARCS Motivation Model will positively enhance the level of success and motivation of students towards a given subject.

Keywords

• Primary School
• Social Studies
• Motivation
• Achievement
• ARCS Mode