The effects of ARCS motivation strategies on learners academic succeses, permanances of learning, motivations and attitudes in web supported performance based learning

The aim of this research is to investigate the effects of the ARCS motivation strategies on learners? academic successes, the permanences of learning, their motivation and their attitudes in web-supported performance based learning. The research has been conducted in the limit of pre-test, post-test, permanence test experimental model with control group. The independent variables of the research are; the web-supported performance based learning in which ARCS motivation model strategies are applied and traditional teaching. The dependent variables are; academic success, permanence of learning, motivation and attitudes.The working group of the study is composed of 75 first grade students enrolled to Keyboarding Course in Gazi University, Education of Commerce and Tourism Faculty, Department of Office Management Education. Three students could not attend the course in which the experimental study was performed for various reasons and quit their education incomplete. The other 72 students who continued their education and attended their courses were in the study group and they were assigned in the experimental and control groups without taking any sides. With 36 students in each group, a coincidental intergroup balance has been provided and the experimental study has been performed in an eight-week program with the attendance of these two groups.In respect of research findings, experimental and control groups whose rhythm success levels had almost no important difference in the beginning of teaching program, have shown some differences in the favour of experimental group. With other words, the learners in experimental group comparing to learners in control group have been more successful in respect of rhythm performance growth. In the measurements of permanence, while experimental group students were more successful, in comparison to rhythm, writing and correctness, no important difference has been detected. The findings related to attitude measurements performed at the end of the teaching program have shown that the attitude levels of experimental group learners to the course are higher and they are more interested in the course. The research findings performed at the end of the teaching program, to be able to determine the motivational effects of the teaching material, have shown that the motivation levels of experimental group learners are higher comparing to control group learners. Consequently, in the research, the effects of web-supported performance based learning approach and ARCS motivation model strategies in keyboard teaching arranged according to this approach on learners? academic success, permanence of learning, their motivation and attitudes have been supported and proved by research findings consisting of statistical analysis.