روانشناسی یادگیری
Rahim Moradi; Ali Delavar; Behnam Rasoli; Reihaneh Salehrad; Zahra Taheri
Abstract
The purpose of this study was to investigate the effectiveness of Instructional method based on Four-Component Instructional Design Model on male Students' Creativity of Eighth Secondary school in the Experimental Science Lesson. The research method is a quasi-experimental pre-test design _ Post-test ...
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The purpose of this study was to investigate the effectiveness of Instructional method based on Four-Component Instructional Design Model on male Students' Creativity of Eighth Secondary school in the Experimental Science Lesson. The research method is a quasi-experimental pre-test design _ Post-test with a control group. The population included all eighth gradeof Secondary students in public schools in Khorramabad during academic year of 2015-16, and the sample ofthis Research was 70 Eighth grade male students (35 cases in Test Group, and 35 in control Group), respectively. Due To Performance limitation, Sampling was taken in Convenience one. The researcher operated the course content on the test group, during eighth 90-minute sessions, Based on Four-Component Instructional Design Model. The data collecting tool was Abedi's creativity test. To analyze data, we used multivariate covariance analysis. According to The ontained results, it can be said that there is a significant correlatom between the creativity rate of students taught With Four-Component Instructional Design Model and the students taught with traditional Education Model, And this Difference is beneficial toward the group taught With Four-Component Instructional Design Model. It is suggested that the Four-Component Instructional Design Model is utilzed as suitable Model to prepare the students with deep understanding From Issue, and to increase the divergent thinking and creativity.
Mostafa Salari; Mohammad Hassan Amir Teymouri
Abstract
The purpose of the present study was to determine the effect of the Four-Component Instructional design Model on the extent of extraneous cognitive load and complex task learning in physics courses. With respect to objectives, implications, and research methodology, this study belongs to quasi-experimental ...
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The purpose of the present study was to determine the effect of the Four-Component Instructional design Model on the extent of extraneous cognitive load and complex task learning in physics courses. With respect to objectives, implications, and research methodology, this study belongs to quasi-experimental research designs. The design of the study was a pre-test/post-test one with an experimental group and a control group. The population of the study included all first-grade, high-school, male students of the 5th Locale in Tehran in 1392-93. The sample of the study was selected using multi-level clustered random sampling and included 30 students who were randomly placed in an experimental group (n = 15) and a control group (n = 15). The experimental group underwent the independent variable (instructional design of the physics course based on the Four-Component Model) and the control group was instructed using the traditional method. One instrument for gathering data was Pass, van Merriënboer, and Adam‘s (1994) 9- rating scale, the internal and external validity of which were 0.86 and 0.83, respectively. The other instrument of the study was a complex task learning test developed by the researcher himself; the face validity of the test was judged by experts and professors and the test-retest method showed that the reliability of the test is 0.79. The obtained data were analyzed through the SPSS software and an independent t-test (for determining extraneous cognitive load) and ANCOVA (for complex task learning test) were used to analyze the data. The results of the study demonstrated that Four-Component Instructional design Model had a significant effects on decreasing extraneous cognitive load in the experimental group in comparison with the control group (p>0.00). Also, the results of the study demonstrated a significant increase in the extent of complex task learning for the experimental group in comparison with the control group (Partial Eta Squared =.14, F = 4.34, p <.05).
Behnam Rasouli; Khadijeh Aliabadi; Fereshteh Azadi Parand
Abstract
The present study aimed to appraise the conformity of Amir Kabir University’s e-learning presentation style to instructional events of Gagne & Briggs instructional design model. The study was of a descriptive and analytical nature. The population included all the main and technical courses ...
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The present study aimed to appraise the conformity of Amir Kabir University’s e-learning presentation style to instructional events of Gagne & Briggs instructional design model. The study was of a descriptive and analytical nature. The population included all the main and technical courses of electrical and telecommunication engineering in Amir Kabir University’s e-learning courses in the academic year 2012-2013. Available sampling was employed for the purpose of the study. The research instrument consisted of the researcher-made checklist which was designed based on instructional events of Gagne & Briggs instructional design model. In order to probe the validity of the instrument, face validity was employed. Using Cronbach alpha, the reliability of the instrument was calculated 0.88. In order for data collection, experts observed offline e-learning course for 5 sessions. Then, based on their observations, they completed the checklist. The results of the study indicated that Amir Kabir University’s e-learning presentation style was not in conformity with instructional events of Gagne & Briggs instructional design model (p<0.05).
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.
Maedeh Malek(MA); Khadije Aliabadi(PhD)
Volume 5, Issue 15 , January 2010, , Pages 66-89
Abstract
The purpose of this research was to examine the influence of Gagne's and five leveled Bybee'sinstructional design models on the learning and retention of students in web-based instruction. The research population was all BCS students of Instructional Technology from AllamehTabataba'iUniversity inthe ...
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The purpose of this research was to examine the influence of Gagne's and five leveled Bybee'sinstructional design models on the learning and retention of students in web-based instruction. The research population was all BCS students of Instructional Technology from AllamehTabataba'iUniversity inthe academic year of 1388-89 and 32 students were chosen by available sampling. After pretest, these 32 students were randomly divided into two groups. Gagne'sinstructional design model on one group and Bybeeinstructional design model on another group was performed; and then post-test was given to both groups.After three weeks learning post-test as a retention test was exactly repeated for two groups. According to the research questions, the results showed that (a) there was a significant difference between the learning of students that were instructed by Bybee'sinstructional design model and those of Gagne'sinstructional design model and the learning of students taught by Bybee'sinstructional design model was more than students trained by Gagne'sinstructional design model;(b) there was a significant difference between retention of students that were taught by Bybee'sinstructional design model and those that were instructed by Gagne'sinstructional design model and the retention of students taught by Bybee'sinstructional design modelwas more than students trained by Gagne'sinstructional design model.
