| Summary: | 碩士 === 吳鳳科技大學 === 應用數位媒體研究所 === 106 === The traditional geography teaching in junior high school adopts the traditional method of teaching . The teacher is the main body of the class. The teacher mainly expresses the lesson through oral speaking and writing on the blackboard. The process is boring, unable to maintain student's attention for a long time, and the student can not express their learning perspective in time.
Researcher collations and generalizes that the ARCS motivation mode can be integrated into the teaching of various subjects, and can enhance students' learning motivation and learning achievements. Therefore, this study wants to use online assessment interactive response system --- kahoot!, combined with ARCS motivation model for curriculum design. Researcher expect to arouse and maintain students' learning motivation ,improve students' learning achievements, and thus achieve the goal of autonomous learning.
The purpose of this study is to investigate the effect of applying ARCS motivational model to geography teaching on junior high school students’ learning motivation and academic achievement.The researcher adopts one-group pretest-posttest design of pre-experiment approach. These subjects consisted of 25 8th-grade students at a junior high school in Tainan City. The experimental instruction was carried out for 7 weeks . Before and after the teaching activities, the ARCS learning motivation scales and geographical academic achievement tests were implemented. The data collected from the experiment were analyzed by applying descriptive statistics and pair t-test.
The main conclusions of this study are as follows:
1.After applying ARCS motivation model to geography teaching in junior high school, the students scored significantly higher on learning motivation, attention, relevance, confidence and satisfaction.
2.After applying ARCS motivation model to geography teaching in junior high school, there were partially significant differences among the students in different degrees on learning motivation, attention, relevance, confidence and satisfaction.
3.After applying ARCS motivation model to geography teaching in junior high school, the students scored significantly higher on geographical academic achievement tests.
4.After applying ARCS motivation model to geography teaching in junior high school, there were partially significant differences among the students in different degrees on geographical academic achievement tests.
According to the results in this study, the researcher provided practical suggestions for teachers and further study in the future .
Keywords: Geographical Instruction, ARCS Motivation Model, Learning Motivation, Learning Achievement
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