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

Effective teaching begins with effective andregular planning, educational design provides asystematic process for planning educational events for theuse of educational principles, educational designersprovide the principles of teaching and learning forpractical and practical education. They are used to makelearning easier and deeper. The purpose of this researchis to investigate the effect of Ganieh's educational designmodel and Keller's educational-motivational model onthe motivation, academic progress and problem-solvingskills of first-year high school students.

The statistical populationincludes 60 students of the seventh grade of the firstsecondary school in Zahedan city, who were divided intothree groups of 20 people: control, Ganieh's educationaldesign model, and Keller's educational-motivationalmodel. The experimental science course participantsparticipated and in two stages of pre-test and post-test,problem-solving skill questionnaires and researchermade tests were completed by the participants to evaluateacademic progress and data were collected.

The findings of the covariance analysis showedthat Ganieh's educational design model and Keller'seducational-motivational model had a significant effecton the academic progress and problem solving skills ofstudents compared to the control group and led to theirimprovement.

According to the results, no significantdifference was observed between the two educationalmethods used.