Korean Medical Education Review (의학교육논단)

Yonsei university college of medicine (연세대학교 의과대학)
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Relationship between ARCS (Attention, Relevance, Confidence, and Satisfaction) Learning Motivation Factors and Class Effectiveness Inherent in Problem-Based Learning Classes

문제중심학습 수업에 내재된 학습동기 유발요인과 수업효과성의 관계

  • Lee, Mi Suk (Department of Education, Gangneung-Wonju National University) ;
  • Chae, Soo Eun (Department of Education, Gangneung-Wonju National University)
  • 이미숙 (강릉원주대학교 인문대학 교직과정부) ;
  • 채수은 (강릉원주대학교 인문대학 교직과정부)
  • Received : 2014.05.02
  • Accepted : 2014.08.13
  • Published : 2014.10.31
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Abstract

The current study aimed to find the relationship between attention, relevance, confidence, and satisfaction (ARCS) learning motivation and class effectiveness inherent in problem-based learning (PBL) classes designed for dental and nursing students. Seventy-nine participants responded to survey items for motivation and class effectiveness after completion of their classes. The study findings were as follows. First, the differences among the $dental^{**}$, $clinical^{**}$, and $nursing^{**}$ PBL classes were identified in terms of class effectiveness (F=3.63, p<0.05) and academic achievement (F=13.9, p<0.01). Second, three learning motivation factors-satisfaction (t=4.07, p<0.01), confidence (t=2.84, p=0.01), and relevance (t=2.96, p<0.01)-appeared to determine class effectiveness in the abovementioned order. Only attention (t=2.02, p=0.05) was significantly related to academic achievement. Third, the relationship between hours of learner contribution to the PBL tasks and academic achievement was statistically significant. Therefore, we suggest the incorporation of ARCS motivation factors in PBL classes on the basis of the characteristics of each major and grade.

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References

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