A Study on the Learning Outcomes of Bilingual Instruction in Junior High School Information Technology Curriculum Using the ARCS Motivational Model

This study integrates the ARCS motivational model into the design of a junior high school information technology curriculum to investigate the effects of bilingual instruction on learning outcomes. The research used scales derived from existing literature and targeted 134 eighth-grade students in a New Taipei City junior high school. The students were divided into experimental and control groups, receiving bilingual and Chinese instruction, respectively. Data analysis included SPSS descriptive statistics, homogeneity tests, and covariate analyses to assess pre- and post-test differences, along with t-tests to examine variations in ARCS motivational model questionnaire and affective scale questionnaire responses. Results indicate: 1) No significant learning performance difference between the groups, 2) Higher motivation levels in the bilingual group in the Attention, Relevance, and Satisfaction dimensions of the ARCS model, 3) Stronger affective responses in the Expectancy and Positive Affect dimensions for the bilingual group. In conclusion, bilingual instruction did not significantly impact learning performance, yet it enhanced motivation and affective responses. The study recommends integrating the ARCS model and bilingual instruction for curriculum design, providing practical insights for educators and bilingual teachers.