Comparing the Impact of Academic Textbook Content and Traditional Story Strategy on the Student's Heightened Motivation for Academic Achievement

The aim of this study was to investigate the effect of using the story based design strategy in the university textbook design in comparison with using the traditional strategy on the level of motivation for academic achievement in the course of “Educational Design”, taken by the students majoring in educational technology at Tabriz University. The methodology of this piece of research is quasi- experimental with pretest and posttest designs and control and experimental groups. The statistical population consists of 180 undergraduate students of educational technology from among all students at the Faculty of Psychology and Educational Sciences, Tabriz University. The sampling method was random sampling and sample size was 40. The measurement instruments included Werland Scale of Motivation for Academic Achievement. For the purpose of data collection, a pretest and posttest of the foregoing scale were administered to all sample subjects. The scales of the test of motivation for academic achievement were analyzed by means of covariance analysis. Results suggested that there is a significant difference between both groups in terms of level of motivation, and this difference benefits the experimental group, i.e., material development using story strategy has a significant effect on motivation for academic achievement in the students of educational technology in the course of “Educational Design”.