Effectiveness of Arias Model for Teaching Negative Numbers on Self-Efficacy of Secondary School Students

Abstract

Self-Efficacy is a crucial affective factor influencing students’ motivation, persistence, and achievement in mathematics learning. Students often lack confidence while learning abstract mathematical concepts such as negative numbers. The present study examined the effectiveness of the ARIAS instructional model, comprising Assurance, Relevance, Interest, Assessment, and Satisfaction, in enhancing the Self-Efficacy of secondary school students. The study employed an experimental method using a pre-test post-test non-equivalent group design. The sample comprised 84 students of Standard IX students following the Kerala State syllabus, with 43 students in the experimental group and 41 in the control group. The experimental group received ARIAS-based instruction, while the control group was taught through activity-oriented instruction. Data were collected using a Self-Efficacy Scale developed by the investigator. Analysis using descriptive statistics, t-test, and ANCOVA showed that ARIAS-based instruction significantly improved students’ Self-Efficacy compared to the control group. Further results revealed no significant difference in Self-Efficacy between boys and girls in the experimental group, indicating that the ARIAS model supports confidence development irrespective of gender. The study underscores the role of motivational instructional models in enhancing affective outcomes in mathematics learning.