Jordanian Educational Journal
Effect of Designing an Instructional Unit in Physics According to Keller Model of Motivational Design (ARCS) on Developing Problem Solving Skills of the First Secondary Grade Students
This study aimed at investigating the effect of designing an instructional unit in physics according to Keller Model of Motivational Design (ARCS) on developing problem solving skills of the first secondary grade students. The purposive study sample consisted of (61) students chosen randomly from a public secondary school in Qasbet Amman Doctorate. The sample was divided into an experimental group consisted of (29) students that was taught using Keller's Model and a control group consisted of (32) students that was taught conventionally. To achieve the objective of the study, a manual was prepared for the planning and implementation of the designed unit and a validated and reliable test for problem solving skills was developed. Results revealed that there were statistically significant differences between the two group's means at the post test in problem solving skills, in favor of the experimental group in the total degree of skills and in the sub skills: planning for solution, evaluating solution and reflecting on solution. The results also showed that there were no statistically significant differences in problem analyzing skill.
حميض, أسماء خليل and حمدي, نرجس عبد القادر
"Effect of Designing an Instructional Unit in Physics According to Keller Model of Motivational Design (ARCS) on Developing Problem Solving Skills of the First Secondary Grade Students,"
Jordanian Educational Journal: Vol. 3:
3, Article 9.
Available at: https://digitalcommons.aaru.edu.jo/jaes/vol3/iss3/9