Fostering Vocational Students' Self-Confidence and Learning Interest in Mathematics Through ARCS-Based Instruction

Heny Sri Astutik 1 Indonesia
1 Universitas Pendidikan Muhammadiyah Sorong, Indonesia
Link Copied!
Published 2026-07-27
Vol. 5 No. 4 (2026) PAGES 2582-2595
DOI 10.51574/ijrer.v5i4.5524
Views / Downloads 14 5

Affective disengagement can limit students' participation in vocational mathematics even when cognitive instruction is adequate. This study examined whether Attention, Relevance, Confidence, and Satisfaction (ARCS)-based instruction improved vocational secondary-school students' self-confidence and interest in learning mathematics. A quasi-experimental nonequivalent control-group pretest-posttest design was conducted in January 2026 at an anonymized vocational secondary school in Eastern Indonesia. The study involved 47 students, with 25 in the ARCS group and 22 in the control group. Two 17-item four-point Likert questionnaires measured self-confidence and mathematics learning interest. Data were analysed using baseline equivalence tests, multivariate analysis of variance on change scores, independent-samples t tests, Hedges' g, and analysis of covariance. The groups did not differ significantly at baseline for self-confidence (p = .622) or learning interest (p = .691). The joint change in both outcomes was significant, Pillai's trace = .410, F (2, 44) = 15.27, p < .001. Self-confidence increased more in the ARCS group (Mchange = 5.12, SD = 4.20) than in the control group (Mchange = -0.95, SD = 4.04), t (44.61) = 5.05, p < .001, g = 1.45. Learning interest also improved more in the ARCS group (Mchange = 2.52, SD = 4.69) than in the control group (Mchange = -3.18, SD = 5.63), t (41.09) = 3.74, p < .001, g = 1.09. ANCOVA confirmed both effects after controlling pretest scores. ARCS-based mathematics instruction therefore showed substantial potential to strengthen affective engagement in vocational education.

Astutik, H. S. (2026). Fostering Vocational Students’ Self-Confidence and Learning Interest in Mathematics Through ARCS-Based Instruction. ETDC: Indonesian Journal of Research and Educational Review , 5(4), 2582–2595. https://doi.org/10.51574/ijrer.v5i4.5524
More Citation Formats
Download Citation
  1. Arthur, Y. D., De Vittori, T., Welcome, N. B., Dogbe, C. S. K., & Asare, B. (2026). Enhancing TVET students' interest in mathematics through the history of mathematics and self-efficacy. Journal of Applied Research in Higher Education, 18(1), 206-219. https://doi.org/10.1108/JARHE-05-2024-0238
  2. Asare, B. (2025). Epistemological belief, reflective thinking and mathematics interest as a predictor of students' mathematics performance: Mediation analysis via structural equation modeling (SEM). Cogent Education, 12(1), 2542437. https://doi.org/10.1080/2331186X.2025.2542437
  3. Atin, S., Syakuran, R. A., & Afrianto, I. (2022). Implementation of gamification in mathematics m-learning application to creating student engagement. International Journal of Advanced Computer Science and Applications, 13(7), 542-556. https://doi.org/10.14569/IJACSA.2022.0130765
  4. Bandura, A. (2023). Cultivate self‐efficacy for personal and organizational effectiveness. Principles of Organizational Behavior: The Handbook of Evidence‐Based Management 3rd Edition, 113-135. https://doi.org/10.1002/9781394320769.ch6
  5. Bütüner, S. Ö., Güner, P., & Güler, M. (2025). Creative learning environments and mathematics self-efficacy as predictors of mathematics achievement: Insights from PISA 2022 across three countries - Korea, Canada, and Türkiye. Thinking Skills and Creativity, 58, 101946. https://doi.org/10.1016/j.tsc.2025.101946
  6. Campbell, T. G., Vela, K. N., & Powell, T. (2025). Interest, enjoyment, and confidence in mathematics in the United States: Exploring patterns across age, gender, race, and time. Large-Scale Assessments in Education, 13(1), 22. https://doi.org/10.1186/s40536-025-00258-7
  7. Çelik Demirci, S., Kul, Ü., & Korkmaz, S. (2026). The prospective indirect effect of mathematics interest in the relationship between mathematics anxiety and self-concept: A two-wave longitudinal study. Behavioral Sciences, 16(5), 733. https://doi.org/10.3390/bs16050733
  8. Dai, L., Jin, W., Zhu, B., Liao, R., Xu, G., Jiang, H., & Guan, J. (2025). Exploring the role of social media in mathematics learning: Effects on self-efficacy, interest, and self-regulation. BMC Psychology, 13(1), 829. https://doi.org/10.1186/s40359-025-03192-z
  9. Denteh, A. S., & Awuah, F. K. (2026). From Recall to Reasoning: A Systematic Review of Cognitive Demand in Technical and Vocational Mathematics Assessment. GHANA Journal Of Education And Teaching, 14(3). https://doi.org/10.64712/ghajet.v14i3.891
  10. Egara, F. O., & Mosia, M. (2025). Fostering students' interest in trigonometry using game-based learning strategy: A case of repeated measures. International Journal of Evaluation and Research in Education, 14(5), 3973-3982. https://doi.org/10.11591/ijere.v14i5.31173
  11. Fang, X., Ng, D. T. K., Leung, J. K. L., & Xu, H. (2024). The applications of the ARCS model in instructional design, theoretical framework, and measurement tool: a systematic review of empirical studies. Interactive Learning Environments, 32(10), 5919-5946. https://doi.org/10.1080/10494820.2023.2240867
  12. Ferdinand, R., Malanchini, M., & Rimfeld, K. (2024). Mathematics interest, self-efficacy, and anxiety predict STEM career choice in emerging adulthood. npj Science of Learning, 9(1), 66. https://doi.org/10.1038/s41539-024-00275-1
  13. Goksu, I., & Islam Bolat, Y. (2021). Does the ARCS motivational model affect students’ achievement and motivation? A meta‐analysis. Review of Education, 9(1), 27-52. https://doi.org/10.1002/rev3.3231
  14. Granello, F., Cuder, A., Doz, E., Pellizzoni, S., & Passolunghi, M. C. (2026). "I can do math!": A self-regulated learning intervention to enhance math-related motivational factors and performance in middle school. British Journal of Educational Psychology, 96(2), 501-521. https://doi.org/10.1111/bjep.70034
  15. Han, L., Hu, G., Chen, Z., & Liu, M. (2025). Integrating self-regulated cognitive strategies in preclass learning of mathematics flipped classroom: Effects on students' self-efficacy and anxiety. TechTrends, 69(5), 900-913. https://doi.org/10.1007/s11528-025-01073-1
  16. Hu, J. (2024). An informational model of mathematics teaching and research activities based on the ARCS model. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns-2024-0764
  17. Li, K., & Keller, J. M. (2018). Use of the ARCS model in education: A literature review. Computers & Education, 122, 54-62. https://doi.org/10.1016/j.compedu.2018.03.019
  18. Li, K., & Moore, D. R. (2018). Motivating students in massive open online courses (MOOCs) using the attention, relevance, confidence, satisfaction (ARCS) model. Journal of Formative Design in Learning, 2(2), 102-113. https://doi.org/10.1007/s41686-018-0021-9
  19. Lin, H. C., & Hsu, W. (2025). A VR-Enhanced Teaching Model for Classical Chinese Based on the ARCS Motivational Framework. International Conference on Human-Computer Interaction (pp. 54-64). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-032-13174-4_4
  20. Mayrhofer, J., Baldinger, S., & Weinhandl, R. (2026). How game elements are connected to motivational design in gamified GeoGebra learning environments: Identifying design principles using ARCS theory. Education and Information Technologies, 31(10), 3431-3474. https://doi.org/10.1007/s10639-026-13930-4
  21. Mei, Q., Chan, N. N., Gill, R. S., Subramaniam, N., Motevalli, S., & Ang, C. S. (2025). Impact of attention, relevance, confidence, satisfaction (ARCS) model on teaching effectiveness in higher education: a systematic review. Discover Education, 4(1), 252. https://doi.org/10.1007/s44217-025-00674-5
  22. Mengyao, H., & Ismail, Z. (2025). Designing and developing sustainable development goals problem-based learning strategy to enhance students’ motivation in learning mathematics. Research in Mathematics, 12(1), 2536897. https://doi.org/10.1080/27684830.2025.2536897
  23. Mengyao, H., Ismail, Z., Ismail, N., & Xueting, H. (2024). Motivation in learning mathematics among high school students in Ningbo, China. Journal on Mathematics Education, 15(3), 961-978. https://doi.org/10.22342/jme.v15i3.pp961-978
  24. Mengyao, H., Ismail, Z., Ismail, N., & Xueting, H. (2025). Attention, relevance, confidence, and satisfaction motivation model in mathematics education: A systematic literature review. International Journal of Evaluation and Research in Education, 14(2), 1506-1517. https://doi.org/10.11591/ijere.v14i2.31597
  25. Muhrman, K. (2022). How can students in vocational education be motivated to learn mathematics?. Nordic Journal of Vocational Education and Training, 12(3), 47-70. https://doi.org/10.3384/njvet.2242-458X.2212347
  26. Nokelainen, P., Kaarakka, T., Hirvonen, J., Puhakka, I., Kangaslampi, R., Ali-Löytty, S., Vuorenpää, V., & Viro, E. (2025). Self-efficacy, emotions and mathematics achievement: Longitudinal effects of flipped learning. Journal of Computer Assisted Learning, 41(6), e70148. https://doi.org/10.1111/jcal.70148
  27. Rosenthal, I. S., Follette, K., Hemmler, V. L., Sarosi, C., & Buxner, S. (2026). QuaRCS Light: Validation of an abbreviated assessment of undergraduate numeracy and mathematics affect. Numeracy, 19(1), 1. https://doi.org/10.5038/1936-4660.19.1.1483
  28. Su, Y.-S., Cheng, H.-W., & Lai, C.-F. (2022). Study of virtual reality immersive technology enhanced mathematics geometry learning. Frontiers in Psychology, 13, 760418. https://doi.org/10.3389/fpsyg.2022.760418
  29. Tan, A. L., Gillies, R., & Jamaludin, A. (2024). A new model for tracing interest: the growth cycle of interest framework. Current Psychology, 43(41), 32210-32222. https://doi.org/10.1007/s12144-024-06771-2
  30. Wang, J., Wang, X., Zhu, X., Zhou, Y., Tao, M., Zhang, H., & He, P. (2025). The application of the Attention-Relevance-Confidence-Satisfaction motivation model-based instructional design in advanced nursing practice course: a mixed-methods study. BMC Medical Education, 25(1), 1591. https://doi.org/10.1186/s12909-025-08163-x
  31. Yavuz, M., Gülmez, D., & Özkaral, T. (2016). Cognitive and affective features of vocational high school students. Education and Science, 41(187), 29-44. https://educationandscience.ted.org.tr/article/view/1609
  32. Ye, J. H., He, Z., Bai, B., & Wu, Y. F. (2024). Sustainability of technical and vocational education and training (TVET) along with vocational psychology. Behavioral Sciences, 14(10), 859. https://doi.org/10.3390/bs14100859
  33. Yorganci, S., & Subasi, M. (2025). Interactive GeoGebra applets to improving students' learning performance in e-book-based learning environment. Education and Information Technologies, 30(5), 5477-5500. https://doi.org/10.1007/s10639-024-13021-2
  34. Zhang, D., Zhang, J., Cao, M., Zhu, Y., & Yang, G. (2023). Testing the effectiveness of motivation-based teaching in Nursing English course: A quasi-experimental study. Nurse Education Today, 122, 105723. https://doi.org/10.1016/j.nedt.2023.105723
  35. Zhou, Q., & Zhang, H. (2025). Flipped classroom teaching and ARCS motivation model: Impact on college students’ deep learning. Education Sciences, 15(4), 517. https://doi.org/10.3390/educsci15040517

Copyright (c) 2026 Heny Sri Astutik

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Similar Articles

<< < 33 34 35 36 37 38 39 40 41 42 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
ARCS Model Mathematics Education Self-Confidence Learning Interest Vocational Education