MEASURING STUDENT’S MOTIVATION IN ECONOMICS USING COURSE INTEREST SURVEY: AN ARCS THEORETICAL PERSPECTIVE
IJEER-VOLUME 1, ISSUE 1 PP 28-42
EZEGBE, B. N. AND ENEOGU, N. D.
DEPARTMENT OF SOCIAL SCIENCE EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA
The study was carried out to measure Education Economics students’ motivation in Economics courses in the University of Nigeria, Nsukka using course interest survey in correspondence with the ARCS theoretical perspective. The study adopted a descriptive survey as design for the study. A total of 68 education economics students from the Department of Social Science Education constituted the population of the study. The population was drawn from 100- 300 levels students. No sampling was done as the all the 68 students were used for the study. A course interest survey adapted and modified by the researchers was used for data collection. Data collected was analyzed using mean and frequencies. The finding was that the student’s motivation towards Economics course was on the average. Specifically, in correspondence with the ARCS (attention, relevance, confidence and satisfaction) components, attention of students to Economics instructions was low, the relevance of the course to them was high, their confidence level on the course was on the average and finally, their level of satisfaction with the course was high. On the basis of the findings, recommendations were made that Economics Educators should use ARCS model in designing their instructions and adopt various teaching methods to attract the attention of students. They should also frequently give feedback to learners so that they know how well they are doing which will build their confidence level. This will also help to enhance their motivation towards Economics and its instructions.
Keywords: Motivation, Economics, Economics Education, ARCS model