ARCS Model of Motivation as Basis in Teaching Mathematics

The study was conducted to determine the usefulness of ARCS of Model Motivation in teaching mathematics among secondary teachers in Delfin Albano High School-Main and Annex and Alfreda Albano National High School. It specifically aimed to find out the teachers' extent of use of motivating students in terms of Attention, Relevance, Confidence, and satisfaction.

The Descriptive-Correlational Design was used to analyze the data. Two sets of questionnaire were used to gather the data and were analyzed using frequency count, mean, Pearson Product-Moment Correlation Coefficient. Coefficient Determination and z-test two-sample for means.

Findings of the study showed that the teachers always used the ARCS Model of Motivation as their basis in teaching mathematics. Also, it was revealed that ARCS Model is highly useful for the teachers during instruction. Moreover, there was a significant relationship between teachers' motivational practices and students' level of performance in terms of students' attention, relevance to the topic, students' confidence, and satisfaction. This further implies that the higher the use of ARCS Model by the teachers, the higher the students' performance.