Designing and implementation of the blended instructional model based on Reigeluth, Merrill, Keller and theinvestigation of its effect on students’ learning in biology course

Introduction: Instruction and learning play an important role in the twenty-firstcentury which has been named the knowledge society and knowledge economy. Thepresent research seeks to design and implement a blended instructional model basedon the theories of Reigeluth, Merrill, and Keller and investigate its effect on students’learning in a biology course.Methods: In this research, the pretest-posttest, quasi-experimental method withcontrol was used. The population consisted of all second year high school studentsstudying at Imam Khomeini High School in the 2013-2014 academic year. Using therandom sampling method, the sample was selected and consisted of two classes, oneof them as the control group and the other as the experimental group. Reliability of theresearch was calculated as 0.82 using the split-half method. Abundance, mean andstandard deviation from descriptive statistics, and covariance methods were selectedfrom inferential statistics, and SPSS version 20 was used to analyze data.Results: The results revealed a meaningful and significant difference between thelearning levels of the experimental group and the control group in a biology course(F1,37=23.808; P<0.01). The group which taught using the blended instructionaldesign model based on the models of Reigeluth, Merrill, and Keller achieved a higherlevel of learning than the control group. Based on the results, it can be said that theresearch model has a good fit with real world data.Conclusion: Use of the blended instructional design model based on Reigeluth,Merrill, and Keller’s models in a biology course was more effective than conventionalmethods. The findings indicate that the blended instructional design model is aneffective and efficient method for teaching a biology course.

کلیدواژه ها:

Design ، Instruction ، Learning ، Students ، Models ، Biology