أثر تصميم مواد التعلم عن بعد وفق نموذج كيلر على دافعية المتعلمين وتحصيلهم الدراسي

Abstract

Abstract : The purpose of this study was to examine the effect of designing distance learning materials according to Keller's model on learners' motivation and academic achievement in the Research Methods in Education course. A quasi-experimental research design, with a posttest control group, was used to investigate the following hypotheses: 1. Using a combination of distance learning devices in designing learning materials and Keller's model guidelines will improve learners' motivation. 2. Using a combination of distance learning devices in designing learning materials and Keller's model guidelines will improve learners' academic achievement The sample consisted of 40 learners in their first year in the Distance Teaching and Training Program at the Arabian Gulf University in the Kingdom of Bahrain. They enrolled in the Research Methods in Education course in the second semester of the academic years 2007–2008 and 2008–2009. The control group consisted of learners enrolled in the Research Methods in Education course in the academic year 2007–2008, while the experimental group consisted of learners enrolled in the aforementioned course in the academic year 2008–2009. Learners' motivation toward learning materials was measured using the Instructional Materials Motivation Survey (IMMS), which consisted of four motivation categories based on Keller's model: attention, relevance, confidence, and satisfaction. Learners' academic achievement was measured by the final learner GPA in the course. Achievement measurement components consisted of tests, assignments, participation in discussions, and analysis and criticism of research in the field of distance learning Results indicated statistically and practically significant differences between the experimental and control groups, in favor of the experimental group, in all categories of motivation. However, the results did not provide evidence of significant differences between the experimental and control groups in learners' academic achievement