The effects of differentiated learning environments based on the ARCS-V design on vocational high school students' achievement, motivation, self-efficacy, and metacognitive awareness

The primary aim of this doctoral dissertation is to examine the effects of differentiated learning environments based on the ARCS-V design on 9th-grade vocational high school students' achievement, motivation, self-efficacy, and metacognitive awareness in the context of the Vocational Development Workshop course. The study was conducted within the Department of Educational Sciences under the supervision of Prof. Dr. Asuman Seda SARACALOĞLU. A mixed-methods approach was employed, with the intervention design serving as the foundation. The quantitative phase used a pretest-posttest control group quasi-experimental design, while the qualitative phase utilized a case study. A pilot implementation was carried out at a vocational high school, and the feedback obtained from this process informed the primary study's structure. The study sample consisted of two 9th-grade classes at a vocational high school with an average achievement level. One class was designated as the experimental group, while the other served as the control group. The implementation process lasted 15 weeks; the experimental group was taught using differentiated learning environments based on the ARCS-V design, while the control group followed the existing curriculum. Students' learning profiles were determined using data from the BİG16 Learning Style Inventory, their academic fields, and pretest results. The differentiated instruction design focused on the elements of content, process, and product. Data for the study were collected using a mixed-methods approach. Quantitative data were gathered through the Vocational Development Workshop Course Achievement Test, ÜBFÖ Scale, ARCS-V Motivation Scale, and Self-Efficacy Scale. These instruments were administered as pretests, posttests, and retention tests four weeks after the implementation. Qualitative data were obtained through reflective journals, observation forms, and semi-structured interviews. Quantitative data were analyzed using MANCOVA, while qualitative data were examined using content and descriptive analysis techniques. The findings indicated that the differentiated instruction based on the ARCS-V design positively impacted the achievement, motivation, metacognitive awareness, and self-efficacy levels of the experimental group students. This design increased students' interest, motivation, and active participation in the course. It also enhanced their self-regulation skills, enabling them to explore their learning processes and fostering a more engaging and enjoyable learning experience. In conclusion, differentiated instruction positively influenced students' academic success, motivation, metacognitive awareness, and self-efficacy.