Hojjat Dehghanzadeh; Hossein Dehghanzadeh; Dariush Norouzi; Mohammad Hassan Amir Teimouri
Abstract
The aim of this study was to compare the effectiveness of Reigeluth and Gagné instructional design models together and with traditional method in learning Vocational and Technical Teaching (Industrial Arts) of the third grade junior students. To achieve this objective, a quasi-experimental pretest-posttest ...
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The aim of this study was to compare the effectiveness of Reigeluth and Gagné instructional design models together and with traditional method in learning Vocational and Technical Teaching (Industrial Arts) of the third grade junior students. To achieve this objective, a quasi-experimental pretest-posttest control group was used. Population consisted of all male students of third grade junior school of Qods city and a sample of 59 people from the community who were selected through cluster sampling in the control group and the experimental testing of two, respectively, with conventional approaches, the models of Gagné and Reigeluth instructional designs, training was provided for them. For each group pre-test, post-test and retention tests was conducted. For data analysis, descriptive statistics, indicators such as the mean and standard deviation scores, used and inferential statistics to evaluate the hypothesis of analysis of covariance was used. The results showed that the difference between traditional learning and instructional design models of Reigeluth and Gagné at a significance level of 95% is significant, but there was no significant difference between educational design models of Gagné and Reigeluth.
vahid salehi; dariush noorozi
Abstract
One aspect of second language teaching via computerized language learning programs that has received great attention over the past few years is helping vocabulary learning through link technology. The present study was conducted to examine the effect of two types of link (repetitive textual and in-text ...
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One aspect of second language teaching via computerized language learning programs that has received great attention over the past few years is helping vocabulary learning through link technology. The present study was conducted to examine the effect of two types of link (repetitive textual and in-text reference) on vocabulary learning and retention and reading comprehension. The design of this quasi-experimental study was pretest-posttest with two independent groups in which 35 undergraduate students in two experimental groups participated in the study and were asked to read a computerized text. Two different versions of the reading text were developed for the experimental groups involved in the study. In one version of the computerized texts, the repetitive textual links, and in the other, in-text reference links were used. Having read the text, the participants took an immediate vocabulary posttest as well as a reading comprehension test. Three weeks following the exposure, the participants in the two groups were asked to complete a delayed vocabulary posttest in order to measure their retention level of the target words. Data obtained from pre-test and post-tests were analyzed using t test at p<0.05 significance level for two independent groups. The mean score of in-text reference links group in learning vocabulary posttest was 16.11 (SD=2.45), in vocabulary retention posttest 13.66 (SD=1.86) and in reading comprehension was 10.11 (SD=1.41).The mean score of repetitive textual links group in learning vocabulary posttest was 12.06 (SD=2.14), in vocabulary retention posttest 8.29 (SD=1.53) and in reading comprehension was 9.29 (SD=2.02).The result of the study indicated that the participants in the group with in-text reference links outperformed those in the group with repetitive textual links in terms of vocabulary learning and retention; however, no statistical significance in the participants’ reading comprehension level was detected. Based on levels-of-processing theory, processing target words at different levels would lead to a differential rate of learning and retention of those words. Put another way, those target words that are deeply processed would be learned better and retained longer in contrast to those which are only treated at shallow levels of processing
