Volume 6, Issue 1 (Spring 2023)
Iranian Journal of Educational Sociology 2023, 6(1): 92-102 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Golzari Moghaddam N, Mehdinezhad V, Nik Manesh Z. (2023). 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. 6(1), 92-102. doi:10.61186/ijes.6.1.92
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: (768 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:
Special
Received: 2023/05/9 | Accepted: 2023/07/24 | Published: 2023/05/31
Received: 2023/05/9 | Accepted: 2023/07/24 | Published: 2023/05/31
References
1. Abdoli S, AliAbadi Kh, Moradi M, Mehrvarz M. (2016). Comparing the effects of Bybee and Gagne teaching models on students' motivation and learning. Journal of Curriculum Research. 5(1): 25-46. [Persian]
2. Amit-Aharon A, Melnikov S, Warshawski S. (2020). The effect of evidence-based practice perception, information literacy self-efficacy, and academic motivation on nursing students' future implementation of evidence-based practice. Journal of Professional Nursing. 36(6): 497-502. [DOI:10.1016/j.profnurs.2020.04.001] [PMID]
3. Andersen P, Guinea S, Reid-Searl K, Levett-Jones T. (2021). Designing tag team patient safety simulation: An instructional design approach. Clinical Simulation in Nursing. 59: 1-9. [DOI:10.1016/j.ecns.2021.05.001]
4. Barzegar R, AliAbadi Kh. (2013). Investigate the effect of instructional design model of Gagne and Briggs on learning, retention and motivation on academic achievement in science courses. Research in Curriculum Planning. 10(11): 24-36. [Persian]
5. Berger-Estilita J, Greif R. (2020). Using Gagné's "Instructional Design" to teach clinically applicable knowledge in small groups. Trends in Anaesthesia and Critical Care. 35: 11-15. [DOI:10.1016/j.tacc.2020.08.002] []
6. Chon YV, Shin T. (2019). Profile of second language learners' metacognitive awareness and academic motivation for successful listening: A latent class analysis. Learning and Individual Differences. 70: 62-75. [DOI:10.1016/j.lindif.2019.01.007]
7. Daugherty KK. (2019). ARCS motivation model application in a pharmacy elective. Currents in Pharmacy Teaching and Learning. 11(12): 1274-1280. [DOI:10.1016/j.cptl.2019.09.009] [PMID]
8. Dincer S. (2020). The effects of materials based on ARCS Model on motivation: A meta-analysis. Ilkogretim Onlibne. 19(2): 1016-1042. [DOI:10.17051/ilkonline.2020.695847]
9. Faught EL, Qian W, Carson VL, et al. (2019). The longitudinal impact of diet, physical activity, sleep, and screen time on Canadian adolescents' academic achievement: An analysis from the COMPASS study. Preventive Medicine. 125: 24-31. [DOI:10.1016/j.ypmed.2019.05.007] [PMID]
10. Froment F, Gutierrez MDB. (2022). The prediction of teacher credibility on student motivation: Academic engagement and satisfaction as mediating variables. Revista de Psicodidactica. 27(2): 149-157. [DOI:10.1016/j.psicoe.2022.05.001]
11. Ghasemi Samani M, Falahi M, Komasi M. (2020). Causal study of Keller's motivational educational design pattern on students' learning and motivation. Journal of Education Studies. 6(21): 85-95. [Persian]
12. Goksu I, Bolat YI. (2021). Does the ARCS motivational model affect students' achievement and motivation? A meta-analysis. Review of Education. 9(1): 27-52. [DOI:10.1002/rev3.3231]
13. Harter S, (1981). A new self -report scale of intrinsic versus extrinsic orientation in classroom: Motivational and informational components. Developmental Psychology. 17(3): 300-312. [DOI:10.1037/0012-1649.17.3.300]
14. Hosseinzade S, Shahamat Dehsorkh F, Vaghari Zamharir Z. (2022). Motivation in online education: The effect of Keller's motivational design model implementation on elementary school students' motivation in Covid-19 pandemic. Curriculum and Instruction Perspective Journal. 1(4): 17-30. [Persian]
15. Jaiswal P. (2019). Using learner-centered instructional approach to foster students' performances. Theory and Practice in Language Studies. 9(9): 1074-1080. [DOI:10.17507/tpls.0909.02]
16. Jiang Y, Rosenzweig EQ, Gaspard H. (2018). An expectancy-value-cost approach in predicting adolescent students' academic motivation and achievement. Contemporary Educational Psychology. 54: 139-152. [DOI:10.1016/j.cedpsych.2018.06.005]
17. Khazaie A, Moradi R. (2017). Design and development of e-learning content based on Gagne's model of instructional design and its impact on motivation and academic achievement. Iranian Journal of Medical Education. 17: 364-374. [Persian]
18. Kulkarni T, Sullivan AL. (2022). Academic achievement and relations to externalizing behavior: Much ado about nothing? Journal of School Psychology. 94: 1-14. [DOI:10.1016/j.jsp.2022.07.004] [PMID]
19. Kurt PY, Kecik I. (2017). The effects of ARCS motivational model on student motivation to learn English. European Journal of Foreign Language Teaching. 2(1): 22-44.
20. Lepper M, Corpus JH, Iyengar SS. (2005). Intrinsic and extrinsic motivational orientation in the classroom: Age differences and academic correlates. Journal of Educational Psychology. 97(2): 184-196. [DOI:10.1037/0022-0663.97.2.184]
21. Li K, Keller JM. (2018). Use of the ARCS model in education: A literature review. Computers & Education. 122: 54-62. [DOI:10.1016/j.compedu.2018.03.019]
22. Luo X, Liu L, Li J. (2022). The effects of ARCS motivational instruction in physical education on learning cognition and the health-related physical fitness of students. Frontiers in Psychology. 13(786178): 1-7. [DOI:10.3389/fpsyg.2022.786178] [PMID] []
23. Maleki M. (2014). The effect of Gagne and five leveled Bybee instructional design models in web-based instruction on the achievement motivation of students. Research and Planning in Higher Education. 19(4): 99-116. [Persian]
24. Marciano L, Camerini AL. (2021). Recommendations on screen time, sleep and physical activity: associations with academic achievement in Swiss adolescents. Public Health. 198: 211-217. [DOI:10.1016/j.puhe.2021.07.027] [PMID]
25. Merrotsy P. (2017). Gagne's differentiated model of giftedness and talent in Australian education. Australasian Journal of Gifted Education. 26(2): 29-42. [DOI:10.21505/ajge.2017.0014]
26. Najafi M, Nosrati Heshi K, Hatami M, Motaghi Z. (2015). Effects of faculty members positive character and its indices on educational motivation of students at the University of Isfahan. New Educational Approaches. 10(1): 1-22. [Persian]
27. Neo K, Neo M. (2010). Assessing the effects of using gagne's events of instructions in a multimedia student-centred environment: A Malaysian experience. Turkish Online Journal of Distance Education. 11(1): 20-34.
28. Nishimura T, Sakurai S. (2017). Longitudinal changes in academic motivation in Japan: Self-determination theory and East Asian cultures. Journal of Applied Developmental Psychology. 48: 42-48. [DOI:10.1016/j.appdev.2016.11.004]
29. Peahl AF, Tarr EE, Has P, Hampton BS. (2019). Impact of 4 components of instructional design video on medical student medical decision making during the inpatient rounding experience. Journal of Surgical Education. 76(5): 1286-1292. [DOI:10.1016/j.jsurg.2019.04.004] [PMID]
30. Ricard NC, Pelletier LG. (2016). Dropping out of high school: The role of parent and teacher self-determination support, reciprocal friendships and academic motivation. Contemporary Educational Psychology. 44-45: 32-40. [DOI:10.1016/j.cedpsych.2015.12.003]
31. Saraswathi G, Stanly SL. (2019). Gagne's model of instructional design on digital courseware. International Journal of Advanced Science and Technology. 28(19): 1177-1180.
32. Saravani Sh, Mirzahosseini H, Zargham Hajebi M. (2019). Development and design of Keller's educational-motivational package and its effectiveness on student motivation. Journal of Education Strategies in Medical Sciences. 11(5): 53-59. [Persian]
33. Simsek A. (2014). Interview with John M. Keller on motivational design of instruction. Contemporary Educational Technology. 5(1): 90-95. [DOI:10.30935/cedtech/6117]
34. Torvik FA, Flato M, McAdams TA, et al. (2021). Early puberty is associated with higher academic achievement in boys and girls and partially explains academic sex differences. Journal of Adolescent Health. 69(3): 503-510. [DOI:10.1016/j.jadohealth.2021.02.001] [PMID]
35. Wasityastuti W, Susani YP, Prabandari YS, Rahayu GR. (2018). Correlation between academic motivation and professional identity in medical students in the Faculty of Medicine of the Universitas Gadjah Mada Indonesia. Educacion Medica. 19(1): 23-29. [DOI:10.1016/j.edumed.2016.12.010]
36. Watson A, Dumuid D, Maher C, Olds T. (2022). Associations between meeting 24-hour movement guidelines and academic achievement in Australian primary school-aged children. Journal of Sport and Health Science. 11(4): 521-529. [DOI:10.1016/j.jshs.2020.12.004] [PMID] []
37. Woo WH. (2016). Using Gagne's instructional model in phlebotomy education. Advances in Medical Education and Practice. 7: 511-516. [DOI:10.2147/AMEP.S110357] [PMID] []
38. Wu TT. (2018). Improving the effectiveness of English vocabulary review by integrating ARCS with mobile game-based learning. Journal of Computer Assisted Learning. 34(2): 315-323. [DOI:10.1111/jcal.12244]
39. Zandi T, Hatami J, Fardanesh H, Talaee E. (2017). Combining motivational and volitional factors in e-learning and its impact on student learning and motivation. Journal of Research in Teaching. 5(3): 109-129. [Persian]
40. Ziegler AM, Minkalis AL, Langdon ER, Vining R. (2022). Learning the neurobiology of pain: A scoping review of pain education from an instructional design perspective. Patient Education and Counseling. 105(6): 1379-1401. [DOI:10.1016/j.pec.2021.09.021] [PMID]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
.jpg)
