Boosting student’s engagement and learning outcomes utilizing attention, relevance, confidence, satisfaction (ARCS) model and structure of observed learning outcomes (SOLO) taxonomy
Date of Publication
12-2024
Document Type
Master's Thesis
Degree Name
Master of Science in Teaching Major in Mathematics
Subject Categories
Secondary Education
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Science Education
Thesis Advisor
Minie Rose C. Lapinid
Defense Panel Chair
Voltaire Mallari Mistades
Defense Panel Member
Celina P. Sarmiento
Socorro E. Aguja
Abstract/Summary
This action research study explores how the ARCS Model of Motivation and the SOLO Taxonomy can improve teaching practices, as shown by student engagement and learning outcomes in mathematics, particularly in statistics and probability. The objective was to assess the impact of these instructional frameworks by evaluating students' levels of engagement and understanding. The Senior High School students (N=33) participated in the study undertaking the Technical-Vocational-Livelihood (TVL) strand. Additionally, the research examined the challenges teachers face during implementation and the benefits experienced in the classroom. A mixed-methods approach was employed to collect qualitative data from student journals, classroom observations, and interviews. The analysis identified key themes related to engagement and understanding. The findings revealed that students enjoyed interactive activities (both physical and online) and excelled in collaborative environments. However, teachers faced challenges regarding time constraints, assessment complexities, reliance on technology, and limited resources. The study demonstrated that integrating the ARCS Model and SOLO Taxonomy significantly enhances student engagement and comprehension in mathematics. It underscores the need for adequate support and resources for teachers and highlights the importance of adaptable teaching strategies to foster an inclusive learning environment for all students.
Abstract Format
html
Language
English
Format
Electronic
Keywords
Students—Rating of; High school teaching
Recommended Citation
Cabus, C. E. (2024). Boosting student’s engagement and learning outcomes utilizing attention, relevance, confidence, satisfaction (ARCS) model and structure of observed learning outcomes (SOLO) taxonomy. Retrieved from https://animorepository.dlsu.edu.ph/etdm_scied/66
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Embargo Period
12-14-2024