The effect of instructional design model, Merril (the theory components of View) on learning and retention rates

the focus of this study is”the evaluation of the impact of applying Merrill instructional design model on learning rate and retention in high school first- grade biology lesson. statistical group comprised all of the mail first-grade high school students in mahallat. to choose the sample the multi-stage clustering, considering class as sampling unit, was used. the total number of students were 57 who were attending two classes with capacities of 28 students. After the experiment the researcher executed learning pre-tests(researcher-built) for the two groups based on similar conditions. the researcher applied experimental viability randomly for in of the two classes and for the control group the traditional way(current teaching)was used. After a 6-week period of the implementation of designed program, learning test, was implemented for both of the classes and after 21 days, retention test(researcher-built)was held within the same condition for both of the groups. to analyze data obtained in this research descriptive statistical methods (average, variance, median, maximum, minimum) and inference statistics(T-test for two independent groups)with SPSS software was used. data analysis showed that the use of Merrill instructional design model for learning rate and retention of biology with 95% confidence is significant within groups.