ARCS 모델을 활용한 개별화 동기유발 메시지가 수학과 학습동기 및 학업성취에 미치는 효과 = Effect of individually prescribed motivating messages applying ARCS model on learning motivation and academic achievement of mathematics

다국어 초록 (Multilingual Abstract)

This study aimed to find out the possibility of applying the ARCS model and the effect of motivating messages on learners' academic achievement and learning motivation by individualizing motivation factors A(Attention), R(Relevance), C,(Confidence) S(Satisfaction) and then applying the factors to mathematics which is low in academic achievement and motivation. For the purposes of the study, the question "Is there any difference in regard to learning motivation and academic achievement between the learning group which receives individually prescribed motivating message applying A, R, C, S factors and the group which doesn't? was asked. In the study, 43 students in the 3rd grade of ○○ elementary school, Andong, were randomly divided into 21 students for the experimental group and 22 students for the control group. In the experimental group, motivating messages applying A, R, C, S factors, which were modified according to investigator's observance, learner's motivation, and self-assessment were sent 12 times for 3 weeks. However, in the control group, motivating messages without applying the factors were sent. After the experiment, learning motivation tests and academic achievement tests were practiced. The t-test, which was composed of a motivating message applying A, R, C, S as independent factors and the mean score of learning motivation tests and academic achievement tests as subordinate factors, was practiced to check the difference of mean between the two groups. The level of meaningful degree was α=.05. The results of the study are as follows. First, the learning group which received individually prescribed motivating message applying A, R, C, S factors had a higher score than the group which didn't in the mean score of learning motivation tests. Second, the learning group which received individually prescribed motivating message applying A, R, C, S factors had meaningful score in academic achievement. These two results showed that A, R, C, S motivation factors were effective for improving learning motivation and academic achievement. The suggestions on the basis of the results of the study were drawn as follows; because learning motivation cannot be formed within a short period, along term research is required. There is a limitation of time to practice A, R, C, S model, so various messages and a method of application should be developed. In addition, other new criteria which can measure learning motivation need to be developed.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구 필요성과 목적 = 1
• 2. 연구 문제 = 5
• 3. 용어 정의 = 6
• 4. 연구 범위와 제한점 = 7
• Ⅱ. 이론적 배경 = 8
• 1. 동기와 학습 = 8
• 2. ARCS 모델에 근거한 학습동기 = 11
• 3. ARCS 모델의 특징 = 13
• 4. ARCS 동기 유발 전략 = 16
• 5. 피드백의 유형 및 적용 시기 = 20
• Ⅲ. 연구 가설 = 23
• Ⅳ. 연구 방법 = 25
• 1. 연구 대상 = 25
• 2. 실험 설계 = 25
• 3. 실험 처치 = 26
• 4. 검사도구 = 28
• 5. 실험절차 = 28
• 6. 통계 처리 = 29
• Ⅴ. 연구 결과 = 30
• 1. 가설 1의 검증 결과 = 30
• 2. 가설 2의 검증 결과 = 32
• Ⅵ. 논의 = 33
• Ⅶ. 결론 및 제언 = 37
• 1. 결론 = 37
• 2. 제언 = 37
• 참고문헌 = 39
• 부록 = 43
• 《부록 1》 교과흥미도 조사 = 43
• 《부록 2》 동기 자기 평가 = 44
• 《부록 3》 동기유발 메시지 = 45
• 《부록 4》 학습 동기 검사 = 47
• 《부록 5》 수학과 학업성취도 검사 = 48
• 《부록 6》 통계집단에게 보낸 메시지 = 51
• 영문 초록 = 52