Modelling the effects of the ARCS model on writing performances in general studies

Abstract

The present study examined the treatment effects of materials embedded with the Attention Relevance Confidence Satisfaction (ARCS) Model (Keller, 1987) on students’ writing self-efficacy and writing performances in General Studies. The purpose of the study was twofold. Firstly, to examine the effects of an experimental treatment, that is materials embedded with the ARCS Model on Form Six students’ writing self-efficacy and writing performances in General Studies. Secondly, to test a hypothesized model that explored the effects of entry skills and the combined effects of the treatment and entry skills on students’ writing self-efficacy and writing performances in General Studies. This study hypothesised that materials embedded with the ARCS will enhance students’ writing performances and writing self-efficacy in General Studies. In addition, the present study postulated that entry skills, represented by previous scores and pretest have a direct effect on students’ writing self-efficacy and writing performances. One hundred and sixteen Form Six students from two secondary schools participated in this quasi experimental research. Controlling for the effects of the subjects’ pretest scores, MANCOVA was applied on the data to examine the effects of the treatment on students’ writing self-efficacy and writing performance in General Studies. In addition, structural equation modeling (SEM) was used to test the goodness of fit of the writing performances model. The results of data analysis showed that students using materials embedded with the ARCS strategies produced superior writing performances in General Studies. With regard to writing self-efficacy, the results revealed that students using materials with similar strategies were associated with significantly greater scores in their self-reporting for both dimensions; writing skills and writing tasks. Also, the results indicated that writing performance is a function of entry skills and treatment as well as writing self efficacy.