Leong , Koon Wah
(2015)
The Effects Of Instruction Using The Arcs
Model And Geogebra On Upper Secondary
Students' Motivation And Achievement In
Learning Combined Transformation.
The Asia Pacific Journal of Educators and Education (formerly known as Journal of Educators and Education), 30 (1).
pp. 1-18.
ISSN 2289-9057
Abstract
The purpose of this study was to investigate upper secondary students'
motivation and achievement through instruction using the Geogebra by integrating
Attention, Relevance, Confidence, and Satisfaction (ARCS) strategies. Specifically, it
sought to investigate Form Four students' motivation and achievement of combined
transformation before and after the instruction using Geogebra, whether there was any
significant difference in students' motivation and achievement after the intervention and
what influenced their motivation in learning transformation. An exploratory case study
research design was employed. The study sample comprised of 24 Form Four students
from a secondary school in Selangor. Course Interest Survey (CIS) and Transformation
Geometry Test (TGT) were employed to access students' motivation and achievement
before and after the intervention; semi-structured interview was employed to probe the
influences on the students' motivation after intervention. Both the paired-samples t-test
and Wilcoxon test indicated significant differences in students' achievement (t = –10.025,
df = 23, p < .05) and motivation (Z = –4.287, p < .05) after the intervention. Also, this
result was further enhanced by the analysis of interview transcripts, which suggested that
"learning experience", "learning enhancement" and "interactive learning" were the themes
inferred from the participants' interviews.
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