Comparing the effect of teaching methods based on Dick & Carey's instructional design model and Gagne's instructional design model on student's motivation and 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.