The Study Of Instructional Design Model For Getting Students Interested In Learning Based On ARCS Model

The purpose of this research was to implement Keller’s ARCS model with the instruction and build an instruction model for teachers in rural countries to enhance the learning interest of underachievers, especially for students in slower groups. The ARCS model of motivation is a well-established and validated theory that synthesizes the motivational constructs into four categories. (Here, in a tracking system, the entire population within the same grade is assigned to classes according to whether the students’ overall achievement is above average, normal, or below. Slower groups are refered to classes in which students’ overall achievement below average. The rest called fast groups.)This study was conducted over 2 years period with an initial sample of 145 total students of two schools.One quantitative survey and one qualitative survey were used to measure interest and the learning condition of students:(a) the Course Interest Survey (CIS), and (b) the Learning Condition Survey(LCS). The whole study experienced two phrases, the first phrase was the preparation for the second. In the first phrase, after the literature review of related topics, surveys were conducted to research the difference in the learning interest and students’learning conditions among slower groups,fast groups and normal groups.(Normal groups are related classes whoes school does not adopt a tracking system.) Then, based on the literature review and the results of surveys, an initial model was built and implemented.56 students were involved, and it lasted almost 2 weeks. The result indicated the treatment group showed statistically greater gains than the control group in terms of learning interest. While, at the same time, according to the observation of the experiment, the model should be revised on some aspects such as enhance the learning support, emphasize the evaluation and feedback.So,in the second phrase, a further study of the students’learning conditions was conducted, in which a sample of 490 students involved,2 fast groups,6 slower groups and 2 normal groups. Based on the result of the further study and the suggestion from experts, a revised model for getting students interested in the learning was designed and implemented in a class with a sample of 45 students. This was self-controlled trial and it also lasted 2 weeks. The results indicated that the treatment group showed statistically greater gains than before in terms of the attention and satisfaction on the CIS.This research suggests the feasibility of improving overall slower groups’ learning interest through the proper instructional design based on the instruction model for getting students interested in learning with the right tactics applied, which based on ARCS model.