خلاصة:
Given the importance and impact of instructional design models, especially Gagne's and Dick and Carey's models in the field of educational activities, this research was conducted with the aim of comparing the effectiveness of instructional design based on Gagne's and Dick and Carey's models on learning, retention, and academic achievement motivation in the third-grade middle school experimental science course. The type of research was quasi-experimental with a pre-test – post-test design with a control group. The statistical population of the research was all third-grade middle school girls in the city of Ahar in the 1390-1391 academic year, and from this population, using cluster random sampling, first one school and then three classes of 25 students each were selected as a sample. To assess the subjects, a learning and retention test and the Instructional Motivation for Science Scale (ISM) questionnaire were used. The reliability coefficient of the learning test using the split-half method was 0.83, and the reliability coefficient of the ISM questionnaire using Cronbach's alpha method was 0.81. In this research, experimental group one (25 people) was taught using Gagne's design model, experimental group two (25 people) was taught using Dick and Carey's design model, and the control group (25 people) was taught using the conventional method. After collecting the data, descriptive statistics (mean, standard deviation) and inferential statistics (analysis of covariance, multivariate analysis of variance, and Bonferroni test) were used in the data analysis and calculated using SPSS software. The results showed that using Gagne's pattern in instructional design for the experimental science course, compared to Dick and Carey's pattern, leads to an increase in learning and retention, but there is no significant difference between the groups in terms of achievement motivation.
ملخص الجهاز:
Comparison of the effectiveness of instructional design based on Gagne's and Dick and Carey's models on learning, retention, and academic achievement motivation Abstract The present research was conducted considering the importance and impact of instructional design models, especially Gagne's and Dick and Carey's design models, in the field of educational activities.
Its aim is to compare the effectiveness of instructional design based on Gagne's and Dick and Carey's models on learning, retention, and academic achievement motivation in the science course for the third year of middle school.
The results showed that applying Gagne's model in the instructional design of the science course, compared to Dick and Carey's model, leads to an increase in learning and retention, but there is no significant difference between the groups in terms of achievement motivation.
Keywords Instructional design; Gagne's model; Dick and Carey's model; learning; retention; academic achievement motivation ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ∗Corresponding author: Master of Educational Technology, Faculty of Education and Psychology, Allameh Tabataba'i University.
Given that creating deep and stable learning and increasing achievement motivation are among the most important goals of education and training, therefore, the aim of this research is to investigate the effect of instructional design based on Gagne and Dick and Carey models on learning, retention, and achievement motivation of third-year middle school students in experimental sciences class.
In this research, an attempt is made to answer this question: which of the Gagne and Dick and Carey instructional design models is more effective on the learning, retention, and achievement motivation of students?
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