Islamic lifestyle with a focus on health

Islamic lifestyle with a focus on health

Investigating the Effect of Ganieh's Educational Design Model and Keller's Educational-Motivational Model on the Academic Progress and Problem Solving Skills of First Grade High School Students

Authors
Najmeh Golzari Moghaddam 1
Vali Mehdinezhad 2
Zahra Nik Manesh 3
1 PhD student, Department of Educational Psychology, Zahedan Branch, Islamic Azad University, Zahedan, Iran
2 Associate Professor, Department of Educational Sciences, University of Sistan and Baluchistan, Zahedan, Iran
3 Associate Professor, Department of Psychology, University of Sistan and Baluchistan, Zahedan, Iran.
Abstract
Purpose: Effective teaching begins with effective and
regular planning, educational design provides a
systematic process for planning educational events for the
use of educational principles, educational designers
provide the principles of teaching and learning for
practical and practical education. They are used to make
learning easier and deeper. The purpose of this research
is to investigate the effect of Ganieh's educational design
model and Keller's educational-motivational model on
the motivation, academic progress and problem-solving
skills of first-year high school students.
Materials and methods: The statistical population
includes 60 students of the seventh grade of the first
secondary school in Zahedan city, who were divided into
three groups of 20 people: control, Ganieh's educational
design model, and Keller's educational-motivational
model. The experimental science course participants
participated and in two stages of pre-test and post-test,
problem-solving skill questionnaires and researchermade tests were completed by the participants to evaluate
academic progress and data were collected.
Findings: The findings of the covariance analysis showed
that Ganieh's educational design model and Keller's
educational-motivational model had a significant effect
on the academic progress and problem solving skills of
students compared to the control group and led to their
improvement.
Conclusion: According to the results, no significant
difference was observed between the two educational
methods used. 
Keywords
Academic Progress
Problem Solving
Students