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

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Embargo Period

12-14-2024

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