The effectiveness of combining the Keller's motivational design model with Science course on achievement emotions of students

The main goal of this study was to examine the effectiveness of teaching of science course with combining Keller's motivational design model on achievement emotions of elementary students. The study had a quasi-experimental design with pre-test, post-test and control group. Research population was included all of the Fourth grade male students of the elementary schools in sanandaj during the academic year of 2016-17, witch among them a fifth grade class with 32 students as a experimental group and another class with 31 students as control group were selected using a multi stage cluster sampling method. Achievement emotions questionnaire – elementary school was used as research tool. The teaching program with combining four elements of Keller's motivational design model was conducted for students in the experimental class during 8 sessions (each 45 min) and 2 sessions per week while the control group was trained without teaching by combining elements of motivational design in the classrooms. Data analyzed done with covariance analysis method. The results of multivariate covariance showed that there is a significant difference between two groups in the dependent variable (classroom emotions). The results of one way covariance analysis in the text of mancova also showed that there is a significant difference between the two groups in the post-test scores of different classroom emotions and by combining elements of motivational design has been able to increase the students' positive emotion of enjoyment and reduce the negative emotions of anxiety and boredom in the experimental group in the classroom situation (P>0/05).