The Effects Of Instruction Using The Arcs Model And Geogebra On Upper Secondary Students' Motivation And Achievement In Learning Combined Transformation
The purpose of this study was to investigate upper secondary students' motivation and achievement through instruction using the Geogebra by integrating Attention, Relevance, Confidence, and Satisfaction (ARCS) strategies. Specifically, it sought to investigate Form Four students' motiva...
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| Format: | Article |
| Language: | English |
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Penerbit Universiti Sains Malaysia
2015
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| Online Access: | http://eprints.usm.my/34771/ http://eprints.usm.my/34771/1/APJEE_30_Art_9_%28141-158%29.pdf |
| _version_ | 1848877436187443200 |
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| author | Leong , Koon Wah |
| author_facet | Leong , Koon Wah |
| author_sort | Leong , Koon Wah |
| building | USM Institutional Repository |
| collection | Online Access |
| description | The purpose of this study was to investigate upper secondary students'
motivation and achievement through instruction using the Geogebra by integrating
Attention, Relevance, Confidence, and Satisfaction (ARCS) strategies. Specifically, it
sought to investigate Form Four students' motivation and achievement of combined
transformation before and after the instruction using Geogebra, whether there was any
significant difference in students' motivation and achievement after the intervention and
what influenced their motivation in learning transformation. An exploratory case study
research design was employed. The study sample comprised of 24 Form Four students
from a secondary school in Selangor. Course Interest Survey (CIS) and Transformation
Geometry Test (TGT) were employed to access students' motivation and achievement
before and after the intervention; semi-structured interview was employed to probe the
influences on the students' motivation after intervention. Both the paired-samples t-test
and Wilcoxon test indicated significant differences in students' achievement (t = –10.025,
df = 23, p < .05) and motivation (Z = –4.287, p < .05) after the intervention. Also, this
result was further enhanced by the analysis of interview transcripts, which suggested that
"learning experience", "learning enhancement" and "interactive learning" were the themes
inferred from the participants' interviews. |
| first_indexed | 2025-11-15T17:15:25Z |
| format | Article |
| id | usm-34771 |
| institution | Universiti Sains Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T17:15:25Z |
| publishDate | 2015 |
| publisher | Penerbit Universiti Sains Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | usm-347712017-05-31T02:32:43Z http://eprints.usm.my/34771/ The Effects Of Instruction Using The Arcs Model And Geogebra On Upper Secondary Students' Motivation And Achievement In Learning Combined Transformation Leong , Koon Wah LB2300 Higher Education The purpose of this study was to investigate upper secondary students' motivation and achievement through instruction using the Geogebra by integrating Attention, Relevance, Confidence, and Satisfaction (ARCS) strategies. Specifically, it sought to investigate Form Four students' motivation and achievement of combined transformation before and after the instruction using Geogebra, whether there was any significant difference in students' motivation and achievement after the intervention and what influenced their motivation in learning transformation. An exploratory case study research design was employed. The study sample comprised of 24 Form Four students from a secondary school in Selangor. Course Interest Survey (CIS) and Transformation Geometry Test (TGT) were employed to access students' motivation and achievement before and after the intervention; semi-structured interview was employed to probe the influences on the students' motivation after intervention. Both the paired-samples t-test and Wilcoxon test indicated significant differences in students' achievement (t = –10.025, df = 23, p < .05) and motivation (Z = –4.287, p < .05) after the intervention. Also, this result was further enhanced by the analysis of interview transcripts, which suggested that "learning experience", "learning enhancement" and "interactive learning" were the themes inferred from the participants' interviews. Penerbit Universiti Sains Malaysia 2015 Article PeerReviewed application/pdf en http://eprints.usm.my/34771/1/APJEE_30_Art_9_%28141-158%29.pdf Leong , Koon Wah (2015) The Effects Of Instruction Using The Arcs Model And Geogebra On Upper Secondary Students' Motivation And Achievement In Learning Combined Transformation. The Asia Pacific Journal of Educators and Education (formerly known as Journal of Educators and Education), 30 (1). pp. 1-18. ISSN 2289-9057 http://apjee.usm.my/APJEE_30_2015/APJEE%2030%20Art%209%20(141-158).pdf |
| spellingShingle | LB2300 Higher Education Leong , Koon Wah The Effects Of Instruction Using The Arcs Model And Geogebra On Upper Secondary Students' Motivation And Achievement In Learning Combined Transformation |
| title | The Effects Of Instruction Using The Arcs
Model And Geogebra On Upper Secondary
Students' Motivation And Achievement In
Learning Combined Transformation |
| title_full | The Effects Of Instruction Using The Arcs
Model And Geogebra On Upper Secondary
Students' Motivation And Achievement In
Learning Combined Transformation |
| title_fullStr | The Effects Of Instruction Using The Arcs
Model And Geogebra On Upper Secondary
Students' Motivation And Achievement In
Learning Combined Transformation |
| title_full_unstemmed | The Effects Of Instruction Using The Arcs
Model And Geogebra On Upper Secondary
Students' Motivation And Achievement In
Learning Combined Transformation |
| title_short | The Effects Of Instruction Using The Arcs
Model And Geogebra On Upper Secondary
Students' Motivation And Achievement In
Learning Combined Transformation |
| title_sort | effects of instruction using the arcs
model and geogebra on upper secondary
students' motivation and achievement in
learning combined transformation |
| topic | LB2300 Higher Education |
| url | http://eprints.usm.my/34771/ http://eprints.usm.my/34771/ http://eprints.usm.my/34771/1/APJEE_30_Art_9_%28141-158%29.pdf |