Comparing the Effects of Bybee and Gagne Teaching Models on Student's Motivation 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”.