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Geometer’s Sketchpad is used to support technology integration. Instructional design follows the ARCS motivational model (Attention, Relevance, Confidence, and Satisfaction). Using a non-equivalent control group with pre- and posttests over two weeks, results indicate students’ motivation was slightly above average, while ANCOVA shows no significant improvement for the experimental group. Motivation and mathematics performance were weakly correlated for this sample.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effects-of-motivational-adaptive-instruction-on-student-motivation-towards-mathematics-in-a-technology-enhanced-learning-classroom/600089/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effects-of-motivational-adaptive-instruction-on-student-motivation-towards-mathematics-in-a-technology-enhanced-learning-classroom/600089.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What instructional approach does the study investigate?","Question",{"text":112,"@type":113},"The study investigates motivational adaptive instruction designed to follow the ARCS motivational model (Attention, Relevance, Confidence, Satisfaction).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is technology used in the learning classroom?",{"text":117,"@type":113},"Geometer’s Sketchpad is used to foster a technology-enhanced learning environment and support the instruction.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about student motivation?",{"text":121,"@type":113},"Students showed a slightly above-average level of motivation toward mathematics, but ANCOVA indicated the intervention did not significantly improve the experimental group’s motivation, despite higher mean scores from Time 1 to Time 2.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600089,1792166632,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Effects of Motivational Adaptive Instruction on Student Motivation Towards Mathematics in a Technology-Enhanced Learning Classroom  \nShu Ling Wong  \nFaculty of Educational Studies, Universiti Putra Malaysia, Malaysia  \nORCID: 0000-0002-4295-4289  \nSu Luan Wong  \nFaculty of Educational Studies, Universiti Putra Malaysia, Malaysia  \nORCID: 0000-0001-7824-314X  \nReceived: 24 Feb 2021 Accepted: 11 Aug 2021  \nAbstract  \nThis quasi-experimental study sought to investigate the effects of the motivational adaptive instruction on Malaysian students’ motivation towards mathematics in a technology-enhanced learning classroom.  \nGeometer’s Sketchpad is used in the study to foster a technology-enhanced learning environment. The motivationally adaptive instructions were designed following the Attention, Relevance, Confidence, and Satisfaction (ARCS) motivational model. The study adopted a non-equivalent control group design with pre-and posttest with two weeks of treatments. Two intact Form Two classrooms were randomly assigned to an experimental group and a comparison group — each with 20 students. The findings showed that Malaysian students had a slightly above-average level of motivation towards mathematics. The ANCOVA results showed that the intervention did not significantly improve the experimental group’s students’motivation towards mathematics learning, despite having their motivation mean scores improve from Time 1 to Time 2. The results also showed that motivation and mathematics performance were not strongly correlated for this group of students. The weak relationship between motivation and mathematics performance among Malaysian students may be explained by the culture and value of East Asian towards education, which is discussed in this paper.  \nKeywords: motivation, mathematics, ARCS motivational model, Malaysia, Geometer’s Sketchpad, dynamic geometrical software  \nINTRODUCTION  \nMathematics is a mandatory subject for both primary and secondary education in Malaysia. Over the past decades, it was established that motivation plays a vital role in mathematics education (Hannula et al., 2016; Schukajlow et al., 2017; Walter & Hart, 2009) . As revealed by the Programme for International Student Assessment (PISA) 2012, students’ motivation is closely related to mathematics performance. However, the relationship is at a higher level among outstanding students than those performed at a lower level (OECD, 2014) . It was found that Malaysian eight-graders’ underperformed mathematics results were closely related to their high level of anxiety and low self-efficacy in mathematics learning in the PISA 2012 (Thien & Ong, 2015) . In addition, the analyses done by Ismail (2009) further supported the significant relationship between self-confidence in mathematics and mathematics performance among Malaysian students by adopting results data from TIMSS 2003. These results affirm the importance of motivation reducing negative attitudes towards mathematics learning. A previous study also showed that mathematics anxiety could be reduced by improvising instructional strategies that further improve students’ beliefs about mathematics (Kim & Keller,  \n2010; Schukajlow et al., 2017) . As a measure to improve students’ mathematics performance, Malaysian teachers are urged to refine and polish their instructional strategies to enhance students’ self-efficacy and motivation to decrease students’ anxiety in mathematics learning (Ismail & Awang, 2012; Thien & Ong, 2015) .  \nFollowing that is the need to understand what motivation means in instructional design. Firstly, motivation is commonly defined as the forces that drive and direct one’s behaviour towards the desired outcome (Dweck, 2017) . It is generally known as extrinsic and intrinsic motivation (Deci & Ryan, 2000) . According to the self-determination theory extrinsically motivated students are engaged in the learning tasks for theseparable rewards from the learning outcomes while intrinsically mot","cbCaifFuFaLBD39N","https://ap.wps.com/l/cbCaifFuFaLBD39N","pdf",377875,16,"English","# Introduction\n## Motivation in Mathematics Education\n## Motivational Constructs and ARCS Model\n## Technology-Enhanced Learning and Geometer’s Sketchpad","[{\"question\":\"What instructional approach does the study investigate?\",\"answer\":\"The study investigates motivational adaptive instruction designed to follow the ARCS motivational model (Attention, Relevance, Confidence, Satisfaction).\"},{\"question\":\"How is technology used in the learning classroom?\",\"answer\":\"Geometer’s Sketchpad is used to foster a technology-enhanced learning environment and support the instruction.\"},{\"question\":\"What were the main findings about student motivation?\",\"answer\":\"Students showed a slightly above-average level of motivation toward mathematics, but ANCOVA indicated the intervention did not significantly improve the experimental group’s motivation, despite higher mean scores from Time 1 to Time 2.\"}]","Effects of Motivational Adaptive Instruction on Student Motivation Towards Mathematics in a Technology-Enhanced Learning Classroom | PDF",1792090009]