عنوان مقاله [English]
Instructional technology, with the theoretical bases of the psychology of learning and cultural psychology, uses the current methods in the field of instruction design, so instructional designers’ jobs has changed comparing it to the past. The purpose of this study was evaluating the impact of applying Merrill instructional design model on learning rate and achievement motives in high school’s first- grade biology lesson. The population was comprised of all of the male first-grade high school students in Mahallat Town. To choose the sample, the multi-stage cluster random sampling was used. The total number of students was 57 who were attending two classes, 28 and 29 students each. The instrument of the study included learning tests and Hermanz Achievement Motivation questionnaire. For the control group pre-test, post-test was used. The findings of this study showed that: 1) the learning rate of the students taught by means of Merrill instructional design paradigm is higher when compared with the students who were taught traditionally, 2) the students’ achievement motives rate in both groups showed no statistically significant difference. In general, the use of Merrill instructional design model caused an increase in learning rate, retention, and achievement motives.