The Effects of Instruction using the Arcs Model and Geogebra on Upper Secondary Students’ Motivation and Achievement in Learning Combined Transformation

Abstract

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.

Tujuan kajian ini adalah untuk meningkatkan tahap motivasi dan pencapaian pelajar-pelajar sekolah menengah atas melalui pengajaran dengan menggunakan Geogebra melalui integrasi strategi Attention, Relevance, Confidence, dan Satisfaction (ARCS). Secara khususnya, kajian ini mengkaji motivasi dan pencapaian pelajar Tingkatan Empat tentang gabungan penjelmaan sebelum dan selepas pengajaran dengan menggunakan Geogebra, dan sama ada terdapat perubahan yang signifikan dalam motivasi dan pencapaian selepas intervensi serta mengenal pasti kesan-kesan terhadap motivasi pelajar dalam pembelajaran gabungan penjelmaan. Pengkaji menggunakan reka bentuk kajian kes eksploratori dan sampel kajian terdiri daripada 24 orang pelajar Tingkatan Empat dari sebuah sekolah menengah di Selangor. Course Interest Survey (CIS) dan Transformation Geometry Test (TGT) digunakan untuk menilai motivasi dan pencapaian pelajar sebelum dan selepas intervensi; temu duga separa-berstruktur digunakan untuk meneroka pengaruh-pengaruh terhadap motivasi pelajar selepas intervensi. Kedua-dua paired-samples t-test dan ujian Wilcoxon menunjukkan perbezaan yang signifikan terhadap pencapaian pelajar (t = –10.025, df = 23, p < .05) dan motivasi pelajar (Z = –4.287, p < .05) selepas intervensi dijalankan. Malah, keputusan tersebut diintensifkan oleh transkrip temu duga dengan mencadangkan tema-tema "learning experience", "learning enhancement" dan "interactive learning" yang disimpulkan dari temu duga pelajar-pelajar.