The Effects of Numbered Heads Together-Assurance Relevance Interest Assessment Satisfaction on Students' Motivation

Autor/inn/en	Mustami, Muh Khalifah; Safitri, Dian
Titel	The Effects of Numbered Heads Together-Assurance Relevance Interest Assessment Satisfaction on Students' Motivation
Quelle	In: International Journal of Instruction, 11 (2018) 3, S.123-134 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Student Motivation; Cooperative Learning; Learning Motivation; Quasiexperimental Design; Pretests Posttests; Comparative Analysis; Control Groups; Experimental Groups; Grade 11; High School Students; Foreign Countries; Teaching Methods; Statistical Analysis; Attention; Questionnaires; Student Attitudes; Learning Strategies; Sampling; Student Interests; Indonesia + Suchen Sie Ihr Suchwort? Schulische Motivation; Kooperatives Lernen; Motivation for studies; Lernmotivation; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Aufmerksamkeit; Fragebogen; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Studieninteresse; Indonesien
Abstract	The purpose of this study was to investigate the effects of the Assurance Relevance Interest Assessment Satisfaction (ARIAS) strategies set with Numbered Heads Together (NHT) on students' learning motivation. This quasi experimental study employed a pretest-post test nonequivalent control group design. The population of the research was all the eleventh graders who were enrolled in the science classes of public senior high schools (SMA) in Makassar, Indonesia. There were 21 schools in total. Random sampling technique was used to select 78 participants who were divided into two groups of treatment: 39 students for each treatment. Research instruments were developed based on the Attention, Relevance, Confident, Satisfaction (ARCS) model. Data on students' learning motivation was collected using a questionnaire that was distributed before and after learning. Research data was analyzed using a descriptive statistic and the analysis of covariate (ANCOVA) statistic. The results of the research suggest that learning strategies have an effect on students' motivation. Compared to ARIAS direct learning model, NHT-ARIAS is more potential to improve students' motivation. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01