Handbook for motivational teaching strategies integrating attention, relevance, confidence, satisfaction (Arcs) model

Authors

  • Gemma Joy Flores Divine Word College of Laoag-Graduate School & Department of Education
  • Virgilo Ericson Baptista

DOI:

https://doi.org/10.62025/dwijmh.v3i1.61

Keywords:

motivational teaching, integrating attention, relevance, confidence, satisfaction

Abstract

This study focuses on the development and validation of a handbook for Motivational Teaching Strategies, integrating the Attention, Relevance, Confidence, and Satisfaction (ARCS) Model, with the aim of enhancing the active involvement of Grade 4 Science learners in online classes. Utilizing Research and Development (R&D) Methodology, 165 Grade 4 Science teachers in the Schools Division of Ilocos Norte participated in the study, employing an adapted survey questionnaire and follow-up interviews. Results revealed that teachers commonly use motivational strategies, yet there exists an untapped potential to further engage learners. The validated handbook, endorsed by experts and evaluated as very highly acceptable by key teachers, is recommended for reproduction and implementation. Its utilization is anticipated to empower teachers in fostering a more active and motivated class engagement for Grade 4 learners in the online learning environment.

 

Additional Files

Published

2024-03-22

How to Cite

Flores, G. J., & Baptista, V. E. (2024). Handbook for motivational teaching strategies integrating attention, relevance, confidence, satisfaction (Arcs) model. Divine Word International Journal of Management and Humanities (DWIJMH) (ISSN: 2980-4817), 3(1), 668–681. https://doi.org/10.62025/dwijmh.v3i1.61

Issue

Vol. 3 No. 1 (2024): Divine Word International Journal of Management and Humanities

Section

Education

License

Copyright (c) 2024 Gemma Joy Flores, Virgilo Ericson Baptista

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authors retain copyright and grant the journal the right of first publication, with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) License. This allows others to share and adapt the work for non-commercial purposes, provided proper attribution is given and any derivative works are licensed under identical terms.