Comparison of the Effect of Ganyeh Educational Design Model and Keller Educational-Motivational Model on Academic Motivation of High School Students

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.

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.

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).

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.