ARCS 모형 적용 수업이 수학과 학습동기와 학업성취에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effect of Keller's ARCS model applied instruction on the teaming motivation and achievement of elementary mathematics. The specific research problems of interest in this study were as follows:
First, is there any difference between the group of ARCS model applied instruction and that of traditional instruction on the learning motivation?
Second, is there any difference between the group of ARCS model applied instruction and that of traditional instruction on the academic achievement of elementary mathematics?
The main hypotheses tested were as follows:
1) There would be a significant difference between the group of ARCs model applied instruction and that of traditional instruction on the whole learning motivation and its part(attention, relevance, confidence and satisfaction) test scores.
2)There would be a significant difference between the group of ARCS model applied instruction and that of traditional instruction on the academic achievement test scores of elementary mathematics.
The subjects in this study were 52(2 class) fourth-grade elementary school students. Each class was composed of 26 students and assigned to the experimental and control group. Experimental group had the ARCS model applied instruction and control group had a traditional instruction.
The experimental instruments used in this study were the prior scores of achievement test and learning motivation inventory to verify group homogeneity, posttest of achievement and learning motiivation to identify the treatment effects. The dependent variable was the scores achievement test and learning motivation inventory. The ARCS model applied instruction was delivered about four weeks to test the effects of treatment.
The experimental design of this study was pre and post test experimental - control group design. T-test was applied to test differences of pre and post test scores in two groups using SPSS Win 10.0. The significance level was 5%.
The main findings obtained from the results and discussion of this study were as follows:
(1) There was a significant difference between the group of ARCS model applied instruction and that of traditional instruction on the whole learning motivation test scores. The group of ARCS model applied instruction was higher than that of traditional instruction on the whole learning motivation test scores. And the group of ARCS model applied instruction was higher than that of traditional instruction in the domains of attention, confidence, and satisfaction but in relevance, there was no significant difference.
(2) There was a significant diffeTence between the group of ARCS model applied instruction and that of traditional instruction on the academic achievement test scores of elementary mathematics. The group of ARCS model applied instTuction was higher than that of traditional instrurtion on the academic achievement test scores of elementary mathematics.
Consequently, hypotheses 1, 2 were accepted. Therefore, ARCS model applied instruction can be effective to improve elementary school students' learning motivation and academic achievement.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구 문제와 가설 = 3
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 4
• II. 이론적 배경 = 6
• 1. 학습동기와 학업성취 = 6
• 2. ARCS 모형 의 구성 요소와 전략 = 13
• 3. ARCS 전략 수업설계 모형 = 22
• III. 연구 방법 = 33
• 1. 연구 대상 = 33
• 2. 실험 설계 = 33
• 3. 검사 도구 = 34
• 4. 실험 재료 = 34
• 5. 실험 절차 = 39
• 6. 자료 분석 = 40
• IV. 결과 및 논의 = 41
• 1. 결과 = 41
• 2. 논의 = 43
• V. 결론 및 제언 = 47
• 참고문헌 = 48
• 영문초록 = 51