An Empirical Study on the ARCS Motivation Model in High School Biology Teaching

DOI: https://doi.org/10.62517/jnse.202517602

Author(s)

Mufei Chen1, Caimao Su1, Jinchao Lin2,*, Jiancai Lai3

Affiliation(s)

1Lingnan Normal University, Zhanjiang, Guangdong, China 2Zhanjiang Mechanical and Electrical School, Zhanjiang, Guangdong, China 3Zhanjiang Experimental Middle School, Zhanjiang, Guangdong, China *Corresponding Author

Abstract

To observe the impact of the ARCS motivation model on students' learning motivation and academic performance in high school biology teaching, this study selected students from two parallel classes with similar learning motivation and academic performance as the research subjects, integrated the ARCS motivation model into the "Genetics and Evolution" course of compulsory biology in high school, and carried out a one-semester teaching practice. After the practice of the ARCS teaching model ended, a before-and-after comparison was made on the basic situation, academic performance and learning motivation level of the students in the two classes. The results showed that integrating the ARCS motivation model into the compulsory biology course in high school could significantly improve the students' academic performance and learning motivation level. The research indicates that compared with the traditional teaching mode, the ARCS motivation model is more conducive to enhancing students' classroom participation, stimulating students' learning motivation, improving students' learning efficiency, and thus enhancing students' academic level.

Keywords

ARCS Motivation Model; High School Biology; Learning Motivation; Academic Level

References

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