LAUSR

The present article aimed to compare the effectiveness of two approaches—systematic and constructivist instructional design models—in communicating legal knowledge to students. Three instructional models have been tried in this investigation. Both of them were designed with systematic approach and one of them with constructivism approach. The effectiveness of the two approaches was measured with regard to four variables: learning, retention, satisfaction, and students’ attitude toward the courses. The results indicated that the learning and retention rate, as well as students’ positive attitude toward the courses, were considerably higher in constructivist instructional design models compared to the systematic ones.