The effects of ARCS motivation metod on students' motivation, success and atitudes in 8th class cell division and inheritence unit

Increasing students acadamic skills by conducting learning-teaching process efficiently is assaciated with a lot of consepts. Students' motivation level and attitudes towards the lesson is one of the most significant ones. In this study, the effects of Arcs motivation model on students' attitude, motivation and academic success is conducted. In this study mixed research methods are used. In the quantitative portion of the study; To determine the efficacy of two different teaching methods "quasi-experimental design" is used. While teaching in the experimental group, the lessons of Cell Division and inheritence were designed in accordance with ARCS motivation learning methods, teacher-centered teaching was carried in the control group by the same teacher. The application process of the research took place seven weeks during a total of 28 hours of application. In the study data were collected with four different measurement tools, including academic achievement test, attitude scale for science, science and student motivation scale interviews (interview) forms. The study was conducted with experimental and control groups of students who are educated in a state primary school at 8th level (N=242). Out of seven 8th classes: 3 classes were chosen as experimental group and 4 classes were chosen as control group without any bias. Quantitative data of the research were analysed with SPSS-20 (Statictical Package for Social Sciences program, Version 20) while the qualitative data frequency and themes based on content analysis were expressed as percentages. While the experimental and control groups were compared at the end of the research, their performances before and after the study were compared as well. While a significant difference in the performance of experimental group before and after the study was found. There was not a significant change in the performance of control group. On gender base, it was identified that girls were more motivated than boys in this model. The students expressed positive remarks on behalf of the model by expressing that 'the model supports active learning, increases their motivation, makes the lesson more enjoyable, provides easy learning, boosts their desire for learning and provides self-confidence.' In the study, statistically significant difference between the average scores of both experimental and control group have been found and it is found out after the study that both groups developed positive attitude towards the course. While comparing both groups in terms of academic achievement, statistically significant difference was found in favor of the experimental group. Hence it can be claimed that the ARCS Motivation model has a positive impact in increasing students' attitude towards the lesson and their academic success.