The effectiveness of the ARCS model in the achievement and mathematical well-being of first-year middle school students in mathematics.
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Abstract
The research seeks to investigate the effectiveness of the model (ARCS) in achievement mathematical well-being in the first grade middle students in mathematics, the experimental curriculum with partial adjustment design was adopted two groups: The research community is from middle and high schools in Salah al-Din governorate, and the sample included 79 students from the first grade average randomly distributed into two groups: Experimental group consisting of 39 female students and female officer 40 female students, and to achieve the goal of the research, the two research tools were built by the researcher are: The achievement test consisted of 30 objective paragraphs of multiple choice type, and the Mathematical well-being scale: The scale is designed to include 20 paragraphs divided into seven main dimensions: (achievement, perception, correlation, meaning, positive emotions, perseverance, and relationships). The two tools were presented to a group of arbitrators to verify the apparent truthfulness and suitability, and after the application and statistical processing of data using appropriate means the results resulted in an effective model, (ARCS) statistically significant in raising the level of achievement and improving the indicators of Mathematical well _ Beings of the experimental group compared to the control group.
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