Boosting student’s engagement and learning outcomes utilizing attention, relevance, confidence, satisfaction (ARCS) model and structure of observed learning outcomes (SOLO) taxonomy
Clicks: 1
ID: 287562
2024
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
0.0
/100
1 views
0 readers
AI Quality Assessment
Not analyzed
Readership in this journal
Ranked #3,711 of 3,757 articles by views in Malay Journal
Most read
Least read
Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 3,757 in total.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
This action research study explores how the ARCS Model of Motivation and the SOLO Taxonomy can improve teaching practices, as shown by student engagement and learning outcomes in mathematics, particularly in statistics and probability. The objective was to assess the impact of these instructional frameworks by evaluating students' levels of engagement and understanding. The Senior High School students (N=33) participated in the study undertaking the Technical-Vocational-Livelihood (TVL) strand. Additionally, the research examined the challenges teachers face during implementation and the benefits experienced in the classroom. A mixed-methods approach was employed to collect qualitative data from student journals, classroom observations, and interviews. The analysis identified key themes related to engagement and understanding. The findings revealed that students enjoyed interactive activities (both physical and online) and excelled in collaborative environments. However, teachers faced challenges regarding time constraints, assessment complexities, reliance on technology, and limited resources. The study demonstrated that integrating the ARCS Model and SOLO Taxonomy significantly enhances student engagement and comprehension in mathematics. It underscores the need for adequate support and resources for teachers and highlights the importance of adaptable teaching strategies to foster an inclusive learning environment for all students.
| Reference Key |
persistent_1760661979_68f191db7b0ca
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | Cabus, Christine E. |
| Journal | Malay Journal |
| Year | 2024 |
| DOI |
DOI not found
|
| URL | |
| Keywords | Keywords not found |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.