Volume 6, Issue 1 (Spring 2023)
Iranian Journal of Educational Sociology 2023, 6(1): 92-102 |
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Golzari Moghaddam N, Mehdinezhad V, Nik Manesh Z. Comparison the Effect of Gagne’s Educational Model and Keller’s Educational-Motivational Model on Academic Motivation and Achievement of Seventh Grade Students. Iranian Journal of Educational Sociology 2023; 6 (1) :92-102
URL: http://iase-idje.ir/article-1-1285-en.html
URL: http://iase-idje.ir/article-1-1285-en.html
1- PhD student, Department of Educational Psychology, Zahedan Branch, Islamic Azad University, Zahedan, Iran.
2- Associate Professor, Department of Educational Sciences, University of Sistan and Baluchistan, Zahedan, Iran (Corresponding Author).
3- Associate Professor, Department of Psychology, University of Sistan and Baluchistan, Zahedan, Iran.
2- Associate Professor, Department of Educational Sciences, University of Sistan and Baluchistan, Zahedan, Iran (Corresponding Author).
3- Associate Professor, Department of Psychology, University of Sistan and Baluchistan, Zahedan, Iran.
Abstract: (94 Views)
Purpose: One of the main goals of the education system is to improve the academic performance of students. Therefore, the aim of this study was to comparison the effect of Gagne’s educational model and Keller’s educational-motivational model on academic motivation and achievement of seventh grade students.
Methodology: This was a quasi-experimental study with pretest and posttest design with control group. The research population was seventh grade students of Zahedan city in 2019-20 academic years, which from them 60 people who were selected by purposive sampling method and randomly replaced in three equal groups including two experimental groups and one control group. The first experimental group was trained by Gagne’s educational model method and the second experimental group was trained by Keller’s educational-motivational model method for eight sessions of 45 minutes and the control group was trained by conventional method. Data were collected by academic motivation questionnaire (Harter, 1981) and research-made academic achievement test and analyzed by multivariate analysis of covariance and Bonferroni post hoc test in SPSS software.
Findings: The findings of the present research showed that both methods of Gagne’s educational model and Keller’s educational-motivational model in compared to the control group significantly increased academic motivation and academic achievement of students (P<0.05), but there was no significant difference between the two educational methods in increasing their academic motivation and academic achievement (P>0.05).
Conclusion: According to the results of this study, to increase and promote academic motivation and academic achievement of students can be used both methods of Gagne’s educational model and Keller’s educational-motivational model.
Methodology: This was a quasi-experimental study with pretest and posttest design with control group. The research population was seventh grade students of Zahedan city in 2019-20 academic years, which from them 60 people who were selected by purposive sampling method and randomly replaced in three equal groups including two experimental groups and one control group. The first experimental group was trained by Gagne’s educational model method and the second experimental group was trained by Keller’s educational-motivational model method for eight sessions of 45 minutes and the control group was trained by conventional method. Data were collected by academic motivation questionnaire (Harter, 1981) and research-made academic achievement test and analyzed by multivariate analysis of covariance and Bonferroni post hoc test in SPSS software.
Findings: The findings of the present research showed that both methods of Gagne’s educational model and Keller’s educational-motivational model in compared to the control group significantly increased academic motivation and academic achievement of students (P<0.05), but there was no significant difference between the two educational methods in increasing their academic motivation and academic achievement (P>0.05).
Conclusion: According to the results of this study, to increase and promote academic motivation and academic achievement of students can be used both methods of Gagne’s educational model and Keller’s educational-motivational model.
Keywords: Gagne’s Educational Model, Keller’s Educational-Motivational Model, Academic Motivation, Academic Achievement, Students
Type of Study: Research Article |
Subject:
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Received: 2023/05/9 | Accepted: 2023/07/24 | Published: 2023/05/31
Received: 2023/05/9 | Accepted: 2023/07/24 | Published: 2023/05/31
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