An Informational Model of Mathematics Teaching and Research Activities Based on the ARCS Model
Enhancing the quality of mathematics education is pivotal, with teaching and research activities playing a critical role. This paper explores integrating the ARCS model—a framework designed to boost and maintain learning motivation—within an informational mathematics teaching and research approach t...
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| Format: | Article |
| Language: | English |
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Sciendo
2024-01-01
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| Series: | Applied Mathematics and Nonlinear Sciences |
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| Online Access: | https://doi.org/10.2478/amns-2024-0764 |
| _version_ | 1797229560949899264 |
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| author | Hu Jun |
| author_facet | Hu Jun |
| author_sort | Hu Jun |
| collection | DOAJ |
| description | Enhancing the quality of mathematics education is pivotal, with teaching and research activities playing a critical role. This paper explores integrating the ARCS model—a framework designed to boost and maintain learning motivation—within an informational mathematics teaching and research approach to elevate teaching effectiveness and student motivation. Over four months, an experimental study involving second and third senior classes from College X compared the impacts of an ARCS-based informational model against traditional teaching methods. Utilizing classroom observations, surveys, and achievement analyses, the study revealed that the experimental group outperformed the control group in employing motivational strategies, teaching efficacy, and fostering student motivation. Specifically, the experimental group more effectively utilized the ARCS model’s four dimensions: Attention, Relevance, Confidence, and Satisfaction. Moreover, the experimental group’s motivation scores surged by an average of 2.48 points post-test, significantly outpacing the control group’s marginal increase of 0.19 points (p<0.05). Additionally, mathematics scores in the experimental group saw a 12% average increase compared to the control group. These findings demonstrate that the ARCS-based informational teaching model significantly boosts student motivation and learning outcomes, offering a novel approach for high school mathematics education. |
| first_indexed | 2024-04-24T15:14:32Z |
| format | Article |
| id | doaj.art-148ba079427546a68b3ac280db78044d |
| institution | Directory Open Access Journal |
| issn | 2444-8656 |
| language | English |
| last_indexed | 2024-04-24T15:14:32Z |
| publishDate | 2024-01-01 |
| publisher | Sciendo |
| record_format | Article |
| series | Applied Mathematics and Nonlinear Sciences |
| spelling | doaj.art-148ba079427546a68b3ac280db78044d2024-04-02T09:28:42ZengSciendoApplied Mathematics and Nonlinear Sciences2444-86562024-01-019110.2478/amns-2024-0764An Informational Model of Mathematics Teaching and Research Activities Based on the ARCS ModelHu Jun01Wuhan City College, Wuhan, Hubei, 430075, China.Enhancing the quality of mathematics education is pivotal, with teaching and research activities playing a critical role. This paper explores integrating the ARCS model—a framework designed to boost and maintain learning motivation—within an informational mathematics teaching and research approach to elevate teaching effectiveness and student motivation. Over four months, an experimental study involving second and third senior classes from College X compared the impacts of an ARCS-based informational model against traditional teaching methods. Utilizing classroom observations, surveys, and achievement analyses, the study revealed that the experimental group outperformed the control group in employing motivational strategies, teaching efficacy, and fostering student motivation. Specifically, the experimental group more effectively utilized the ARCS model’s four dimensions: Attention, Relevance, Confidence, and Satisfaction. Moreover, the experimental group’s motivation scores surged by an average of 2.48 points post-test, significantly outpacing the control group’s marginal increase of 0.19 points (p<0.05). Additionally, mathematics scores in the experimental group saw a 12% average increase compared to the control group. These findings demonstrate that the ARCS-based informational teaching model significantly boosts student motivation and learning outcomes, offering a novel approach for high school mathematics education.https://doi.org/10.2478/amns-2024-0764arcs modelmathematics teaching and researchinformatization teaching and researchlearning motivation97n80 |
| spellingShingle | Hu Jun An Informational Model of Mathematics Teaching and Research Activities Based on the ARCS Model Applied Mathematics and Nonlinear Sciences arcs model mathematics teaching and research informatization teaching and research learning motivation 97n80 |
| title | An Informational Model of Mathematics Teaching and Research Activities Based on the ARCS Model |
| title_full | An Informational Model of Mathematics Teaching and Research Activities Based on the ARCS Model |
| title_fullStr | An Informational Model of Mathematics Teaching and Research Activities Based on the ARCS Model |
| title_full_unstemmed | An Informational Model of Mathematics Teaching and Research Activities Based on the ARCS Model |
| title_short | An Informational Model of Mathematics Teaching and Research Activities Based on the ARCS Model |
| title_sort | informational model of mathematics teaching and research activities based on the arcs model |
| topic | arcs model mathematics teaching and research informatization teaching and research learning motivation 97n80 |
| url | https://doi.org/10.2478/amns-2024-0764 |
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