On the Effectiveness of a Four-Component Multimedia-based Instructional Design Model in Learning Complex Issues

The purpose of this paper was to evaluate the effectiveness of a four-component multimedia-based instructional design model in learning complex issues. To achieve this purpose، a quasi-experimental approach with pretest/posttest with control group was used. All sophomore high school male students in Karaj comprised the population of this research. The sample was selected through cluster sampling method including 60 subjects who were divided in three groups (experimental 1، experimental 2 and control group). Intended subject matter was presented to the control group with the traditional teaching methods and the first experimental group was taught with common multimedia software available on the market and the second experimental group was instructed with multimedia software designed with four component multimedia-based instructional design model. Then، for all the three groups، the pre-test and post-test were conducted. Data gathering tool was a researcher-made test with a reliability of 0. 84. Covariance analysis and Scheffé post hoc test were used to analyze the data. The Results showed that there was a significant difference between the scores of the control and experimental groups. The dependent variable، that is، the students’ learning in the class based on the common multimedia software was better than the group that was trained with traditional method. In addition، students being taught with four-component multimedia-based instructional design model were better than students who were taught with common multimedia software. Accordingly، it is recommended that in teaching complex issues، potentialities of multimedia based instructional model، particularly the four-component instructional model، be used to teach complex subjects.