دو فصلنامه علمی جامعه شناسی آموزش و پرورش

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری،گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی، واحد زاهدان، ایران.

2 دانشیار، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه سیستان و بلوچستان، زاهدان، ایران.

3 دانشیار گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه سیستان و بلوچستان، زاهدان، ایران.

چکیده

هدف: پژوهش حاضر با هدف مقایسه تاثیر الگوی آموزشی گانیه و الگوی آموزشی- انگیزشی کلر بر انگیزش تحصیلی دانش‌آموزان پایه هفتم انجام شد.
روش‌شناسی: این مطالعه نیمه‌تجربی با طرح پیش‌آزمون و پس‌آزمون با گروه کنترل بود. جامعه پژوهش دانش‌آموزان پایه هفتم شهر زاهدان در سال تحصیلی 99-1398 بودند که از میان آنان 60 نفر با روش نمونه‌گیری هدفمند انتخاب و به‌صورت تصادفی در سه گروه مساوی شامل دو گروه آزمایش و یک گروه کنترل جایگزین شدند. گروه آزمایش اول با روش الگوی آموزشی گانیه و گروه آزمایش دوم با روش الگوی آموزشی- انگیزشی کلر به مدت هشت جلسه 45 دقیقه آموزش دیدند و گروه کنترل با روش مرسوم آموزش دید. داده‌ها با پرسشنامه انگیزش تحصیلی (Harter, 1981) جمع‌آوری و با روش تحلیل کوواریانس تک‌متغیری و آزمون تعقیبی بونفرونی در نرم‌افزار SPSS نسخه 24 تحلیل شدند.
یافته‌ها: یافته‌ها نشان داد که هر دو روش الگوی آموزشی گانیه و الگوی آموزشی- انگیزشی کلر در مقایسه با گروه کنترل باعث افزایش معنادار انگیزش تحصیلی دانش‌آموزان شدند (05/0P<)، اما بین دو روش آموزشی در افزایش انگیزش تحصیلی آنان تفاوت معناداری وجود نداشت (05/0P>).
بحث و نتیجه‌گیری: با توجه به اثربخشی هر دو روش مداخله، می‌توان از هر دو روش الگوی آموزشی گانیه و الگوی آموزشی- انگیزشی کلر جهت بهبود انگیزش تحصیلی دانش‌آموزان استفاده کرد.

کلیدواژه‌ها

عنوان مقاله [English]

Comparison of the Effect of Gagne’s Educational Model and Keller’s Educational Motivational Model on Academic Motivation of Seventh Grade Students

نویسندگان [English]

  • Najmeh Golzari Moghaddam 1
  • Vali Mehdinezhad 2
  • Zahra Nikmanesh 3

1 PhD Student, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Islamic Azad University, Zahedan Branch, Iran

2 Associate Professor at Department of Education, Faculty of Eduction and Psychology,University of Sistan and Baluchestan, zahedan, Iran

3 Associate Professor, Department of Psychology, University of Sistan and Baluchestan, Zahedan, Iran.

چکیده [English]

Purpose: Present research was conducted with the aim of comparison of the effect of Gagne’s educational model and Keller’s educational-motivational model on academic motivation of seventh grade students.
Methodology: This was a quasi-experimental study with pre-test and post-test 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 analyzed by univariate analysis of covariance and Bonferroni post hoc test in SPSS software version 24.
Findings: The results 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 of students (P<0.05), but there was no significant difference between the two educational methods in increasing their academic motivation (P>0.05).
Conclusion: Due to the effectiveness of both intervention methods, can be used from both methods of Gagne’s educational model and Keller’s educational-motivational model to improve academic motivation of students.

کلیدواژه‌ها [English]

  • Gagne’s educational model
  • Keller’s educational-motivational model
  • Academic motivation
  • Students
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.
Akca F, Demir S. (2021). Investigation of the relationship between pre-service teachers' cognitive absorption, academic motivation and chorotypes using structural equation model. International Journal of Curriculum and Instruction, 13(1): 383-399.
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, 2(11): 24-36.
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.
Cha J. (2020). Refugee students' academic motivation in displacement: The case of Kakuma Refugee Camp. Journal on Education in Emergencies, 5(2): 108-146.
Dincer S. (2020). The effects of materials based on ARCS Model on motivation: A meta-analysis. Ilkogretim Onlibne, 19(2): 1016-1042.
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.
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.
Graciani Hidajat H, Hanurawan F, Chusniyah T, Rahmawati H. (2020). Why i'm bored in learning? Exploration of students' academic motivation. International Journal of Instruction, 3(3): 119-136.
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.
Janssen FJJM, Konings KD, Van Merrienboer JJG. (2017). Participatory educational design: How to improve mutual learning and the quality and usability of the design? European Journal of Education, 52(3): 268-279.
Jaiswal P. (2019). Using learner-centered instructional approach to foster students’ performances. Theory and Practice in Language Studies, 9(9): 1074-1080.
Keller JM. (2016). Motivation, learning, and technology: Applying the ARCS-V motivation model. Participatory Educational Research, 3(2): 1-13.
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.
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.
Lee J, Chang EC, Lucas AG, Hirsch JK. (2019). Academic motivation and psychological needs as predictors of suicidal risk. Journal of College Counseling, 22(2): 98-109.
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.
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.
McKinnon DH, Danaia L, Deehan J. (2017). The design of preservice primary teacher education science subjects: The emergence of an interactive educational design model. Journal of Astronomy & Earth Sciences Education, 4(1): 1-24.
Merrotsy P. (2017). Gagne's differentiated model of giftedness and talent in Australian education. Australasian Journal of Gifted Education, 26(2): 29-42.
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.
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.
Romero-Garcia C, Buzon-Garcia O, Touron J. (2018). The flipped learning model in online education for secondary teachers. Journal of Technology and Science Education, 9(2): 109-121.
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.
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.
Sdravopoulou K, Gonzalez JMM, Hidalgo-Ariza MD. (2021). Assessment of a location-based mobile augmented-reality game by adult users with the ARCS model. Applied Sciences, 11(6448): 1-12.
Sterner HE. (2019). Teachers as actors in an educational design research: What is behind the generalized formula? International Journal on Math, Science and Technology Education, 7(3): 6-27.
Suherman A, Zaman AM, Farida A. (2021). Fostering of mathematical critical thinking ability using ARCS model and students’ motivation. Jurnal Teori dan Aplikasi Matematika, 5(1): 134-143.
Titrek O, Cetin C, Kaymak E, Kasikci MM. (2018). Academic motivation and academic self-efficacy of prospective teachers. Journal of Education and Training Studies, 6(11): 77-87.
Trolian TL, Jach EA. (2020). Engagement in college and university applied learning experiences and students' academic motivation. Journal of Experiential Education, 43(3), 317-335.
Wong YL. (2018). Utilizing the principles of Gagne’s nine events of instruction in the teaching of goldmann applanation tonometry. Advances in Medical Education and Practice, 9: 45-51.
Woo WH. (2016). Using Gagne’s instructional model in phlebotomy education. Advances in Medical Education and Practice, 7: 511-516.
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.
Zarbakhsh M, Rostamnejad M, Tilenoei S, Soleimani Sabini Sh. (2020). The relationship between school's social-emotional atmosphere and academic motivation with academic self-efficacy. Education Strategies in Medical Sciences, 13(5): 505-512.