دراسات: العلوم التربوية (Jun 2021)
The Effect of Applying the ARCS Model in Teaching Geography on Motivation among Tenth Graders
Abstract
This 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, a semi-experimental approach was adopted. The sample of the study consisted of (56) students who were divided into two groups: a control group (n=30) taught using a traditional method, and an experimental group (n=26) taught using the ARCS model. The researcher developed the lesson “global warming" according to the model. There were statistically significant differences in the post-test, and the differences were in favor of the experimental group that studied using the model. This study recommends encouraging geography teachers to use the ARCS model after adapting it to the educational environment for its positive impact on the learning process. Further, benefiting from the study tool; a scale of Leeper, Corpus, and Iyenger (2005) for motivation. Furthermore, training teachers of social studies in general and geography in particular on how to design lessons according to the ARCS model and apply it to their students to increase their motivation to learn, especially students with low motivation.
