Using the ARCS Model to Influence Students’ Attitudes Towards Geometry

Abstract

Many lucrative professions demand a solid foundation in mathematics; even technical careers that do not require training in upper-level mathematics still necessitate a solid foundation in basic mathematics. Yet, many high school students lack the motivation to learn mathematics and display a negative attitude toward the subject. This study aims to determine whether the insertion of videos showing real-world applications of geometry concepts influences students’ attitudes toward the subject (Hodges & Kim, 2013). In addition, this action research seeks to ascertain the impact of the other instructional strategies used in the course on students’ attitudes toward geometry learning.