Acceptability of the ARCS Model in Teaching Science for Grade 10

Abstract

INTRODUCTION

The success of science teaching depends on the acceptability of the instructional model used in teaching a diverse group of learners. Its primary focus is to improve their academic performance in learning science. Attention, Relevance, Confidence, and Satisfaction (ARCS) model is one of the emerging instructional models practically used by several educators in teaching science in various types of learning environments. However, the use of this instructional model can be more effective if the teacher fulfills its role in bringing improvement to learner's academic performance. Thus, this study was conducted to evaluate the acceptability of the ARCS model in teaching science for grade 10 students under the Basic Education Curriculum (BEC) and Special Science Curriculum (SSC).

METHODS

This study utilizes the descriptive-evaluative research design and uses the purposive sampling technique in selecting the number of students and teachers as respondents. Validated researcher-made survey questionnaire and secondary data were used in assessing the acceptability, academic performance, and challenges in using the ARCS model. The data were subjected to statistical analysis such as weighted mean and Analysis of Variance (ANOVA).

RESULTS

The study revealed that both teacher-respondents of BEC and SSC perceived the ARCS Model as "Excellently Acceptable" in their respective field of teaching. It further showed that at the 0.05 level of significance, there is a significant difference in the academic performance of BEC and SSC students when the ARCS Model was used in teaching science. The perceived moderate level of difficulty in using the ARCS Model indicated that there were challenges encountered by the teacher-respondents in teaching science for Grade 10 students.

DISCUSSIONS

The ARCS model is evidently useful and helpful in attaining a better understanding of the lesson and has greatly influenced the academic performance of the students in both BEC and SSC. Thus, intensifying its application in science teaching may result in higher academic performance. Since the use of this instructional model requires thorough planning and preparation, more teachers need to engage in training/seminars. The higher the proficiency of teachers in applying the acquired techniques and strategies in science teaching, the lesser the challenges they will experience during the teaching-learning process.