Volume 3, Issue 32 (Spring & Summer 2016 2016)                   2016, __(32): 117-131 | Back to browse issues page


XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

The impact of Merrill instructional design model and ADDIE in learning and retention epidemiology of medical Science University of Tehran. . 2016; 3 (32) :117-131
URL: http://erj.khu.ac.ir/article-1-57-en.html
Abstract:   (5827 Views)

This study is aimed to evaluate the impact of Merrill instructional design model and ADDIE in learning and retention epidemiology of medical Science University of Tehran in academic year 2013-2014. The study method is experimental. The total population is 98 as divided randomly to three classes 30 people to do three instructional methods (Merrill, ADDIE and traditional). A researcher-built academic progress test is used in the study. The data are analyzed by descriptive statistics and inference statistics (t-test) and the results of study were as follows: The learning and retention of the studies receiving Merrill and ADDIE instructional design models were more than the students trained by common classroom method. Deterioration of retention in instruction via two experiment group models is less than traditional method. There was no significant difference between learning and retention with two design models.

Full-Text [PDF 196 kb]   (2998 Downloads)    
Type of Study: Research Paper | Subject: Comparative Education
Received: 2016/05/22 | Accepted: 2017/06/13 | Published: 2017/06/13

Add your comments about this article : Your username or Email:
CAPTCHA

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2022 CC BY-NC 4.0 |

Designed & Developed by : Yektaweb