Attention-Relevance-Confidence-Satisfaction (ARCS) Instructional Model on Learners’ Academic Performance and Motivation in Grade 10 Science

This study examines the effectiveness of the ARCS instructional model in terms of Attention, Relevance, Confidence and Satisfaction in enhancing the academic performance and students’ motivation among Grade 10 science learners at Philippine College Foundation. Recognizing the importance of motivation to learning the ARCS instructional model addresses common barriers to students’ academic performance particularly in challenging subjects like science. A researcher-made academic performance exam and an adapted motivation questionnaire were used in a pre-experimental one-shot design to evaluate the effect of ARCS instructional model. Findings revealed that the students' posttest means’ scores increased. The results showed a considerable improvement in academic performance, even if they were still within the Low Proficient level. Furthermore, there were considerable improvements in all the components of ARCS Instructional Model, Attention, Relevance, Confidence, especially Satisfaction. The results of statistical analysis showed a considerable impact and a significant improvement in academic performance. The results indicate that the ARCS model successfully promotes learning outcomes and learners’ motivation, underscoring the necessity of continual teacher preparation programs and additional studies into the ARCS instructional model’s long-term impacts across a range of disciplines and educational levels.