الگوی طراحی آموزشی گانیه

By evolution of science and technology and appearance of new learning theories, there are new approaches in science and learning, equally active and new ways of learning. The application of active and new ways of learning make learners learn self-learning, meaningful learning, and self-controlled learning.  The purpose of this study is investigating the effect of mobile learning based on Gagnie's instructional design on students' self-regulation skills and learning.

A quasi-experimental study with pretest- posttest and control group was applied. The statistical population in this study includes all the students who were majoring in educational technology in Arak University. The sample consists of students taking the course of "Introduction to Computer Skills". Convenience sampling was used in this study. The sample size was 34 students. After checking their experiences and familiarity with computer-based technology, they were taught the initial baseline skills. Then they were randomly divided into two groups with 17 participants. The content was designed and developed based Gagne's instructional design model and was administrated by the SHAREit and Telegram application for twelve sessions to the mobile group students. Pintrich and DeGroot's self-regulation questionnaire was utilized that contains two subscales of cognitive strategies (rehearsal, elaboration, organization and critical thinking) and metacognitive strategies (planning, monitoring and regulation) and teacher made test was used for assessing learning. Covariance analysis was used for inferential analysis of data.

The results showed that mobile learning based on Gagnie's instructional design increase students' self-regulation skills and learning.

The main purpose of this study was comparing the effects of two teaching methods based on Gagne and Bybee instructional models on motivation and learning of the first-grade high school students. This study was quasi-experimental and employed the pretest-posttest research design for two groups. The population of this study included all female students of high school’s first grade studying in Shiraz in the academic year of 2013-2014. The statistical sample of the study was 54 female students due to the implementing limitations. The data collection instrument was Hermans promotion motivation questionnaire and a researcher-made learning test. In order to calculate the motivation questionnaire reliability, the Cronbach's Alpha procedure was taken (0.87). For calculating the reliability of learning test the kuder-Richardson 20 was employed (73%). For data analysis, co-variance statistical test was used and the results showed that there was no meaningful differences between Gagne and Bybee models as “motivation” was concerned but it was shown that there was a significant difference between the two models regarding “learning”. Gagne model was revealed to be superior for students’ “learning”.

The main purpose of this study was comparing the effect of two teaching methods based on Dick & Carey instructional design model and Gagne instructional design model on motivation and learning in science at the first year high school students. The method of this study is Quasi-experimental research and the research design pretest-posttest with the two groups. The statistical society of this study included all female students of six year primary school who were studying in Shiraz city in the academic year 2013-2014. The statistical sample in this study was 54 female students due to limitation in implement was ran as an available sample. The data collection instrument was Hermans promotion motivation questionnaire and researcher-made learning test. In order to calculate the motivation questionnaire reliability, the Cronbach's Alfa method was used that its value was 0.87. In order to calculate the reliability of learning test the kuder.Richardson 20 was used that its value was 73%. For data analysis, Covariance statistical test was used and the results showed that there is no difference in the rate of motivation between Dick & Carey’s model and Gagne’s model but it was showed that there is a significant difference in rate of learning between the Dick & Carey model and Gagne’s model is more effective on students learning.