ARCS Kategorileri İle Bütünleşmiş Bilişsel Öğrenme Modelinin Öğrencilerin Çokgenler ve Üçgenler Konusundaki Öğrenme Düzeylerine ve Motivasyonlarına Etkisi

Abstract

In this study, it is aimed to determine the effect of the integrated cognitive model of learning with ARCS categories on the learning and motivation levels of fifth grade students about polygons and triangles. The post-test control group model was used in the study. Both the experimental group and the control group consisted of 137 students. The subject of polygons and triangles was taught to the experimental group students based on the integrated cognitive model of learning with ARCS categories, and to the control group students based on the traditional method of teaching. In the present study, geometry achievement test and geometry concept perception test were used, and the data were collected by developing the geometry motivation scale and the geometry motivation profile scale. Thus, t test was utilized in the analysis of the data. As a result of the analysis of the research data, it was seen that the experimental group students had higher levels of achievement and concept perception compared to the control group students. Moreover, it was determined that the students in the control group considered themselves insufficient and had more fear towards geometry lessons compared to the students in the experimental group. Furthermore, the satisfaction scores of the experimental group students were higher and they paid more attention to the geometry lessons than the control group students accordingly.