Investigate the effect of instructional design model of Gagne and Briggs on learning, retention and motivation on academic achievement in science courses

Education is the most basic human needs. Without education، no society is able to continue to survive. However، effective education cannot be done by trial and error and it requires a design. This study was conducted according to the importance and effectiveness of instructional design models and specially the Gagne model in the field of educational activities on learning، retention and achievement mtivation of experimental sciences courses of the third-grade. Type of research was quasi – experimental with pretest-posttest design with control group. Statistical community of the research was all female students of the third–grade of Ahar in the academic year of 2009-10 by using cluster random sampling method. At first، it was selected a school and then two classes consisting of 25 students as samples and another class for the experimental group (25 students) and also other class as the control group (25 subjects). In order to assess the participants learning، retention and achievement motivation، a questionnaire (ISM) was used. The coefficient of reliability learning test by using the split-half method was 0. 83 and coefficient of reliability achievement motivation by using the questionnaire (ISM) with Cronbach''s alpha method was obtained 0. 81. The method of conduction was the designed educational content (chapters 12، 13 and 14 science books) based on Gagne models for 8 sessions (every session for 45 minutes) and preparation tests، taught experimental group (n = 25) based on Gagne instructional design model and the control group (n = 25) based on the traditional method. After data collection، data analysis were performed by using the parameters of descriptive statistics (mean، standard deviation) and inferential statistics (analysis of covariance، multivariate analysis of variance)، and using SPSS software. The results showed that applying the Gagne instructional design model in the experimental science courses compared with traditional method could increase learning and retention، but there was no significant difference in the achievement motivation between the groups.