Relevance Strategies Analysis

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Students with a poor perception of their abilities may become anxious and perform less than their counterparts with higher confidence in their abilities. Moller (1993) describes learners with high anxiety as often misdirecting effort from learning to task-irrelevant concerns. Learners high in anxiety are often low in self-esteem and, as such, avoid evaluative situations. In contrast, learners with normal anxiety levels feel more confident and motivated in situations where they must be evaluated.
Spain (2009) defined relevance as the connection of the instructional content to things that are meaningful to the students; the perception that instruction fulfills a personal need. Relevance strategies are defined as using concrete language and examples
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That meant the instructor should select learning tasks that are worth learning and develop this content in ways that help students to appreciate their significance and application potential to analyze the students and identify learning styles, such as active or reflective students. These learning styles can be categorized with the relevance portion of Keller's ARCS model because they assist in matching a student's motives.
The first subcategory in relevance strategies is goal orientation. Relevance strategies highlight how the students' previous experiences and skills can be used to help them understand, learn new concepts, and link to students' needs, interests, and motives. This strategy can help teach the concept of writing academic summaries, which are essential to incorporating sources in argument essays. Instructional strategies should include presenting clear objectives to the students, allowing students some way to capitalize on their learning styles, and encouraging students to build on their own experience and
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This strategy clearly states how the instruction has current value for the student. Motive matching uses instructional strategies that match the motive profiles of the students. Those who learn to write well improve their ability to think, and those who write well generally score higher on essay tests than those who do not. The third subcategory for relevance strategy is familiarity through goal orientation. This strategy ties current instructional goals to future goals. It helps the student to relate the instruction as important to success not only in other .Therefore, if students do not believe they can successfully learn the instructional objectives, they lose motivational and are reluctant to participate .In other words, if the students do not feel that their efforts will be rewarded, then they resign themselves to

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