Different models of instructional design play an important role in improving student learning and education. The purpose of this study was to determine the effect of four-component instructional design model on students’ learning in physiology course.
The present study was a semi-experimental design with pre-test, post-test and control group. The statistical population of this study was all nursing students of Nursing and Midwifery Faculty of Kermanshah University in the academic year of 2015-2016. Out of the target community, 30 people were selected using convenience sampling and randomly assigned to experimental group (n=15) and control group (n=15). Initially, both groups were measured in terms of the amount of learning in physiology course using test scores obtained in the course. In this study, the four-component instructional design model for physiology course was implemented on the experimental group in 10 sessions of 45 minutes during a semester. The control group did not receive any intervention. At the end of the training sessions, both groups were evaluated again. Data were analyzed using covariance analysis.
Findings showed that the four-component instructional design model increased the level of students’ learning in physiology course.
This result demonstrates the success of the use of the four-component instructional design model for learning complex subjects and it is suggested that, as a scientific evidence derived from research, this model is applied to teach courses in medical science universities.