The Effect of Project-Based Learning and the ARCS Motivational Model on Students’ Achievement and Motivation to Acquire Database Program Skills

Abstract

This quasi-experimental study aimed to measure the impact of project-based learning and the ARCS motivation model on students’ motivation to acquire the necessary database applications skills in the secondary level. We adopted a quasi-experimental methodology based on pre- and post-tests for two groups of students. Two classes of the second secondary grade were selected, one to be the experimental group and the other representing the control group. A sample of 65 students was chosen and divided into two classes enrolled in the second secondary grade. We explained the database programs to the students in the control group using traditional teaching methods, which involve the teacher first explaining the concepts, and then giving the students the opportunity to apply their practical computer skills in the laboratory. Students in the experimental group were taught using project-based learning strategies. At the beginning of the semester, students were given projects that they needed to complete by the end of the course. In addition, the ARCS motivation model was applied to the subject matter, whereby additional subject matter was added to the student book, making the database sections more attractive and relevant to the students by including real-life examples. The results showed that students in the experimental group (the project-based learning group) achieved higher post-curriculum test grades and obtained higher grades on the motivational scale.

Keywords: Project based learning, teaching, secondary education, teaching/learning strategies, ARCS Model