An Approach to Develop Learning Motivation of Upgrading to College Students Through ARCS Motivation Model in Baise University

Abstract

The research aimed to 1) investigate components of learning motivation of upgrading to college students in Baise University, 2) explore the existent condition, desired condition and priority need index of learning motivation of upgrading to college students in Baise University and 3) design, construct, and assess an approach to develop learning motivation of upgrading to college students in Baise University. The samples were divided into 3 phases: Phase 1) 5 qualified informants for suitability of components, Phase 2) 5 qualified experts for the questionnaire assessment and 2 groups of upgrading to college students in Baise University obtained by random sampling technique; the first one was 30 subjects for trying out the questionnaire and the other was 271 subjects for collecting the data. Phase 3) 5 best practice key men for information to design and construct the approach to develop learning motivation of upgrading to college students in Baise University as well as 5 qualified experts to assess the developed approach. The research tools were: 1) a set of 5-rating scale questionnaire on the existent condition, desired condition of learning motivation, 2) an interview form for information on learning motivation components approach and 3) a form of suitability and feasibility assessment on the approach to develop learning motivation of upgrading to college students. Statistics used in data analysis were IOC, mean, standard deviation and PNI modifiied.

The results revealed as followings: 1) There were 5 components of learning motivation of upgrading college students in Baise University including; Knowledge value, Learning interest, Learning ability, Achievement attribution and External influence, 2) The existent condition of learning motivation of upgrading to college students in Baise University in total and achievement attribution as well as external influence components were at medium levels but the desired condition of which both in total and each of the components were at the very high level and the priority need index of which was in order from the first to the last including; Knowledge value, Learning interest, Learning ability, Achievement attribution and External influence. 3) An approach to develop learning motivation of upgrading to college students in Baise University through ARCS Model was shown by 28 activities including; 1) experiences, 2) present worth, 3) future usefulness, 4) need matching, 5) modeling, 6) choice, 7) incongruity and conflict, 8) concreteness, 9) variability, 10) humor, 11) inquiry, 12) participation, 13) learning requirements, 14) difficulty, 15) expectations, 16) attributions, 17) self-confidence, 18) natural consequences, 19) unexpected rewards, 20) positive outcomes, 21) negative influences, 22) scheduling, 23) learning requirements, 24) expectations, 25) need matching, 26) present worth, 27) future usefulness and 28) variability.

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