Investigation of the effect of ARCS Motivation model on various variables in early childhood mathematics activities

The aim of this study is to determine the opinions of preschool teachers about mathematics activities and to determine the effects of mathematics activities prepared according to the ARCS Motivation model on student achievement and learning after the application, and to examine teachers' classroom management and mathematical language use skills. In this study, an explanatory sequential design, which is one of the mixed methods in which qualitative and quantitative data are used together, was adopted. The qualitative data were collected using the interview technique conducted with two experimental group teachers working in an independent kindergarten after the ten-week mathematics activities prepared with the ARCS motivation model, and the quantitative data in the Experiment 1 and Control 1 groups before the activities. At the end of the TEMA-3 Early Mathematics Ability Test pre-test and activities with 44 students, 90 students in all groups were reached with the TEMA-3 Early Mathematics Ability Test post-test. Content analysis approach was used in the analysis of qualitative data. For quantitative data, the Solomon four-group model was used and it was determined whether the quantitative data exhibited a normal distribution or not. Two-Way Analysis of Variance for Unrelated Measurements was conducted for the post-test scores of the students in the experimental and control groups obtained from the data collection tools. In addition, the effect size was calculated to determine the effectiveness of the teaching approach applied in the study. After the ten-week ARCS Motivation model, the teachers' teachers It has been seen that they use the language of mathematics more actively, perform their activities with different materials and educational situations, provide better classroom management with applications in the form of small group activities and communicate more effectively with children, this has an impact on the motivation of both the teacher and the children, and the learning skills of the children. It is foreseen that the mathematics activities prepared with the model can be applied in other activity areas as well. Key Words: Early childhoods, motivation, clasroom management