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ADDIE Model
The ADDIE Model is a systematic instructional design model consisting of five phases. The
five phases of ADDIE are as follows:-
1. Analysis
During analysis, the designer identifies the learning problem, the goals and
objectives, the audiences needs, existing knowledge, and any other relevant
characteristics. Analysis also considers the learning environment, any
constraints, the delivery options and timeline for the project.
2. Design
A systematic process of specifying learning objectives. Detailed storyboard
and prototypes are often made, and the look and feel, graphic, design, user-
interface and content are determined here.
3. Development
The actual creation of the content and learning materials based on the design
phases.
4. I mplementation
During implementation, the plan is put into action and a procedure for training
the learner and teacher is developed. Materials are delivered or distributed to
the student group. After delivery, the effectiveness of the training materials is
evaluated.
5. Evaluation
This phase consists of formative and summative evaluation. Formative
evaluation is present in each stage of ADDIE process. Summative evaluation
consists of tests designed for criterion-related referenced items and providing
opportunities for feedback from the users. Revisions are made as necessary.


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Needs Analysis

Need analysis is the process of identifying system requirements and goals of teaching
and learning. The need analysis can be a desire to improve current performance or to correct
a deficiency. Through need analysis, teachers can identify the strengths and weaknesses of
their students. The need analysis also helps the trainer or person requesting training to specify
the training need or performance deficiency.
Needs analysis is one of the major components of every instructional design model.
During needs analysis phase we must define the problem, identify the source of the problem
and determine possible solutions. Therefore needs analysis phase is the foundation for all
other phases of instructional design process. The outputs of this phase often include list of
tasks that must be instructed and instructional goals. Needs assessment is the formal process
of identifying discrepancies between current outcomes and desired outcomes for an
organization. Instructional design starts with needs assessment.
The needs analysis process is a series of activities conducted to identify problems or
other issues in the workplace and to determine whether training is an appropriate response. A
need analysis is usually the first step in order to make an effective change in an education
environment. This is because a need analysis defines the gaps between current and desired
situation.
Instructional design methodologies begin with the analysis of learners and learning
environment and proceed to clarify the desired objectives of the learning process. The phase
of design and development of learning materials necessitates careful accounting of student
needs and learning styles and thus requires flexibility of materials and diversity of
presentations in order to engage and stimulate each students interest.
Based on needs analysis, it will help teacher and designer:
To developing an effective lesson plan;
To providing access to instructional materials and resources;
To helping teachers become an effective teacher by providing information to a variety
of teaching strategies;
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To providing opportunities for communication and cooperation so that they can talk to
the tutor or instructor and develop mentor relationships.

With knowledge of the students needs, the teacher can determine students' outcomes
desired. Teachers can makes this goals and objectives as a guiding to choose appropriate
activities to incorporate in the website. Teachers also can categorize their learning objectives
according to their students cognitive domain, multiple intelligent and psychomotor skills.

School Background

Sungai Apin Primary School was grade B school .This school was located 25 km
from Simunjan bazaar. In year 2012, enrolments of this school were 105 students. All of
these students came from village nearby.

Most of students parents were low income earners. They worked as a farmer,
fisherman and laborer at oil palm plantation nearby. In addition, most of them do not have
high level education. Most of them only received their education in primary school or lower
secondary school.

In year 2012, this school was supplied with 15 training teachers. Out of the 15
teachers, five of them are graduate teachers while rests are non-graduate teachers. In addition
of teaching staff, this school also provided with non-teaching staff. This school also supplied
with two security guards and three private staff members.

In terms of physical facilities, this school received 24 hours public electricity and
clean water. This school also equipped with computer laboratory, school library and pre-
school class. A computer laboratory equipped with 20 student computers, a teacher computer,
printer and LCD projector and screen.

This school also equipped with a football field and multipurpose court. Both of these
facilities were used to achieve various sport and game activities. These facilities also used by
local communities, government departments and non-government organization to organized
their activities.

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Teaching and Learning Problem
Nowadays, most of the kids learn from books, additional notes, exercise books and based on
the teachers in the classroom such as write down on the whiteboard or blackboard. Kids or
students understanding ratio by reading is l0%, but by using multimedia interactive showed
an increase of 90%. There are a few weaknesses in the current traditional teaching practice.

Most of the teachers like using the text books or flash cards in their teaching and learning
process. These boring teaching materials would surely make students lose their interests in
learning. Currently, the learning materials are still in the traditional content of printed books
with passive prints and illustrations. It does not attract the learners' attention. The students
will find it hard to understand the topic using words and static pictures from the books and
they need high attention.

Purpose of Need Analysis
The purpose of the needs analysis is to identify how to improve the computer aided teaching
and learning materials among Pre-School and Level One teacher.
Objectives
This project will be developed according to several objectives as a guideline to accomplish
the goal of the project. The objectives of this project are:

1. To Attract Kids Enthusiasms in Learning Process

To attract kids enthusiasms in learning process using the multimedia elements such as text,
graphic, animation, audio and video. Furthermore, the courseware supports interactive
tutorials or activity to acquire learner's attention.

2. To Encourage Kids to Learn in Their Own Ways

The nature of multimedia courseware encourages a non-linear, interactive approach to
education that allows kids to use materials as they choose, rather than a rigid and linear
fashion dictated by the emphases of the teachers.



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Method of Collection I nformation
i. Interview
Interview conducted in an orderly manner to the students and subject teachers. The purpose
of this interview to get a feedback and accurate information about the problems inteaching
and learning process. The information obtained will be collected and recorded. The questions
that be submitted based on checklist that contains the following items;
a. Title of the content
b. Teaching and learning method
c. Teaching aids used
d. Evaluation process
e. Others support materials in teaching and learning process
ii. Questionnaire
Questionnaire also used to obtain an information. Questionnaire was distributed to teachers to
get information about their information and communication technology literacy. In addition,
survey was conducted to obtain information about teachers' views on the use of information
and communication technology in teaching and learning.
iii. Observation
Observation was also conducted to obtain information. Observations were carried out on the
process of teaching and learning in the classroom. The main focus of the monitoring is to
obtain information effect of using teaching aids on students learning. Information obtained
through the observation very useful for implemented the planned project.
Constraints in Carrying Out Need Analysis and Intend to Overcome
i. Cost
During the needs assessment process, the performance deficiency usually continues.
Promote the gathering of information as an investment in the progress of the
organization. Do a feasibility analysis on the savings from conducting the survey or
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interviews versus not doing anything. Often commonly held assumptions can be
validated or changed when hard data is gathered. Use existing data regarding the
deficiency to avoid the cost of asking for what is already available.

ii. Confidential Information

Tell those who offer information during the assessment whether the information they
offer is confidential or anonymous. Either do not ask for the name of the person
completing a survey, or offer the option to provide a name. Generally, respondents are
more forthcoming if they can remain anonymous. Provide an anonymous means to
return the survey, perhaps in a sealed envelope, or use an electronic survey that is
completed at a secure website. Consider having the results tabulated by someone
outside the organization. Be sure to clarify concerns about how interview or survey
information will be used.

Constraints during the Actual Implementation

i. Information and Communication Technology Facility
Information and Communication Technology facilities are not available in the
classroom. This equipment only provided in the computer lab. Limited infrastructure
facilities cause teachers difficult to use information and communication technology
in their teaching process.
ii. Teacher Perspective
Teachers are not prepared to use information and communication technology in their
teaching process. They still like using the old methods likes using text book solely as
their teaching sources. They also still like to using picture cards or word cards. They
prefer and comfortable using traditional method in their teaching. They felt
using computer will hinder the process of teaching and learning.



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References

Baharuddin Aris, Manimegalai Subramaniam & Rio Sumami Shariffudin (2001).Reka bentuk
Perisian Multimedia. Muapakat Jaya Pencetakan Sdn. Bhd.
Becker, H.J. (1991). How Computer Are Used In Uinited States Schools: Data from the 1989
Computer In Education Survey Journal of Educational Computing Research, vol. 7
(4), ms.385.
Fullan et. al. (1988), Strategies for Implementing Microcomputer in Schools: The Ontario
Case Ontario:Ministry of Education, Queens Printer.