A Comparison Between Using Story-based Format Versus Conventional Format for Academic Textbook Content, Regarding Their Effect on the Level of Student's Learning and Retention

This study aims to investigate the effect of story-based strategy versus conventional-formatted strategy for compiling academic textbook content on the learning and retention level of Instructional Technology students of Tabriz University. The methodology of this research is quasi-experimental and includes pretest-posttest design with control group and experiment group. The statistical population of this study consists of 180 undergraduate students of instructional technology from the Faculty of Psychology and Educational Sciences of Tabriz University. Sampling has been carried out random method and sample size was 40. The instrument of this study was a content-based researcher-made test. Before data collection, reliability and validity of learning and retention tests were calculated. Then the learning and retention pretests were executed on all the samples. Covariance test was used for the analysis of data. The results show that using story-based strategy for the compilation of content does not have any significant effect on the learning of the Instructional Technology students - in instructional design course; but it has significant effect on the retention of the students of instructional design course.