The effect of blended learning on sixth grade students' achievement in information technologies lesson based on ARCS motivation model

The purpose of this research was to compare academic achievement of students in 6th grade Information Technologies lesson with blended learning by using the ARCS motivation model and academic achievement of 6th grade students in traditional Information Technologies lesson with blended learning without using ARCS motivation model. This research was conducted on 80 students 6th grade student at Gazneliler Primary School in Sincan, the province of Ankara. Experimental design with pre test-post test was used in this research. Experimental and control group consisted of 80 students studied in designed learning environment during two teaching periods. The application lasted four weeks. In the research, quantitative data was collected with ?Information Technologies lesson achievement test? which was prepared for the purpose of determining students? achievement level. Qualitative data collection tools consisted of interviews with students.Quantitative data was analyzed by using independent t test. According to the data obtained from the academic achievement tests(pre test-post test) applied to experimental and control group, a significant increase in students? academic success was founded in blended learning environment based on the ARCS motivation model, (t(78)=-2.54, p<.05). While the average experiment group students? achievement test before the application was 4.13, the average achievement test after the application became 65.43. And, while the average the control group students? achievement test before application was 3.25, the average achievement test after the application became 60.18. As these values were examined, the average achievement of experimental group was raised and this increase was found significant when we compared with control group (p=<.05).