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

Heny Sri Astutik

doi:10.51574/ijrer.v5i4.5524

Authors

Heny Sri Astutik Universitas Pendidikan Muhammadiyah Sorong, Indonesia

Keywords:

ARCS Model, Mathematics Education, Self-Confidence, Learning Interest, Vocational Education

Abstract

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.

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