An Experimental Study on the Effect of ARCS Model-Applied History Class on Learning Motivation and Academic Achievement in History English Subjects for Chinese History Major University Students

Abstract

Objectives This study aims to verify on the impact of the ARCS model on learning motivation and academic achievement in history English subjects for Chinese history major University students through teaching experiments. Furthermore, it aims to discuss the applicability and effectiveness of the teaching model, providing theoretical support for constructing an effective teaching model for English courses in university history majors.
 Methods This study employed a quantitative research approach to validate the effectiveness of the ARCS model in Chinese university history major English classroom teaching. The experimental class was instructed based on the ARCS motivational design model, while the control class followed conventional teaching methods. Using SPSS 25.0 statistical software, independent-sample t-tests and paired-sample t-tests were conducted to analyze the outcomes of the experimental intervention, comparing the changes in students' learning motivation and academic achievement before and after the experiment in the two classes.
 Results Before the application of the ARCS design model in the curriculum, there were no significant differences in learning motivation and academic achievement between the experimental group and the control group. After the application of the ARCS design model in the curriculum, significant differences in learning motivation and academic achievement were observed between the experimental group and the control group.
 Conclusions Using the ARCS motivational design model in teaching history English subjects to history major students in the classroom can increase students' levels of motivation. Using the ARCS motivational design model in teaching history English subjects to history majors in the classroom can improve to history major students' academic achievement.