본 연구는 ARCS 동기전략이 학습 효과에 어느 정도 영향을 미치는지를 알아보기 위하여 메타분석 방법을 적용하여 그 효과성을 분석하였다. 분석된 자료는 1996년부터 2006년 2월까지 발행된 49편의 논문으로 ARCS 동기전략을 활용한 교수-학습의 효과를 검증한 석·박사 학위논문과 학회지에 게재된 논문 중에서 본 연구의 자료 선정 기준에 부합하는 논문을 대상으로 하였다. 이들 자료로부터 104개의 효과크기를 산출하였고 효과크기에 대한 변인간 차이검증은 t검증과 F검증을 하였다. 연구결과 첫째, ARCS 동기전략을 활용한 교수-학습이 학습 효과의 향상에 미치는 평균 효과크기는 .85로 나타났으며, 둘째, ARCS 동기전략을 활용한 강의식 수업의 평균 효과크기는 .78, 발견 및 탐구식 수업의 평균 효과 크기는 .89으로 나타났으나 두 방법간에 통계적으로 유의한 차이는 없었다. 또한 ARCS 동기전략을 활용한 면대면 수업의 평균 효과크기는 .84, 컴퓨터 활용 수업의 평균 효과크기는 .88 로 적용 교수환경 변인의 차이에 따른 효과크기도 통계적으로 유의한 차이가 없었다. 셋째, 적용 교과에 따른 ARCS 동기전략의 평균 효과크기는 과학에서 .90, 수학에서 .83, 실과에서 .81, 사회에서 .67로 나타났으며 적용 교과 간에 통계적으로 유의한 차이가 나타나지 않았다. 또한 학령별 평균 효과크기에 있어서도 ARCS 동기전략의 효과성에 통계적으로 유의한 차이가 나타나지 않았다.
The purpose of this research was to analyze the effects of teaching-learning that adopts ARCS Motivation Strategies using meta-analysis method. The research questions were as follows: 1. What is the mean effect size of teaching-learning that adopts ARCS motivation strategies on learning effect? 2. Is each mean effect size on learning effect different according to relevance variables (teaching-learning style, teaching-leaning methods) of teaching-learning that adopts each ARCS motivation strategies? 3. Is each mean effect size on learning effect different according to moderator variables(subject, learner`s school age) of teaching-learning that adopts each ARCS motivation strategies? In order to answer the above research questions, forty nine papers that were published from 1996 to Feb. 2006 were analyzed and 104 effect sizes were calculated. The verifications of the difference among variables were carried out with t-verification and F-verification. The results of the research are as follows: First, teaching-learning that adopts ARCS motivation strategies turned out to be highly effective in improving learning effect. The total mean effect size was as big as 0.85 and the value of U 3 was 80%. The teaching-learning group that adopts ARCS motivation strategies increased learning effect by 30.0% compared with the control group. Second, the mean effect size of lecture-style class that is a relevance sub-variable of teaching-leaning styles was 0.78, and the mean effect size of exploratory class was 0.89. There were no statistically significant differences between the teaching-learning styles. The mean effect size of face-to-face class that is relevance sub-variable of teaching-leaning methods was 0.84, and the mean effect size of computer-based class was 0.84. There was no statistically significant differences between the teaching-learning methods. Third, the mean effect sizes of subject that is a moderator variable were 0.90(Science), 0.83(Mathematics), 0.81(Practical Arts), and 0.67(Social Studies). There were no statistically significant differences among the subjects. The mean effect sizes of school age were 0.91(elementary school), and 0.76(middle and high school). There were no statistically significant differences between the school ages. It was concluded that teaching-learning that adopts ARCS motivation strategies is highly effective in improving learning effect regardless of teaching-learning styles, teaching-learning methods, subjects and school ages.