Journal of Education and Practice www.iiste.

org
ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline
$ol.5% No.25% 2&1'

1
Application of ADDIE Model of Instruction in Teaching-Learning
Transaction among Teachers of Mara Conference Adventist
Secondary Schools, Tanania

(ara)a *an+ale Ngussa
,g. E-tension .irector% /ni0ersit1 of ,rus2a% *uso3a 4entre% P.#. (o- 5&1 *uso3a% 6an7ania.
4orresponding E3ail8 E3ail8 ngussat2e5t291a2oo.co3

A!stract
62e ai3 of t2is stud1 was to in0estigate application of ,..IE 3odel of instruction a3ong teac2ers of *ara
4onference ,d0entist Secondar1 Sc2ools in 6an7ania. , total of ': teac2ers in si- sc2ools participated in filling
t2e ;uestionnaire. 4ron<ac2 alfa of .!:! signified accepta<le relia<ilit1 of t2e ;uestionnaire ite3s. .escripti0e
statistics% t-test and ,N#$, were used to anal17e data. 62e stud1 reac2ed to t2e conclusion t2at a3id 0ariation
of de3ograp2ic c2aracteristics of teac2ers in sc2ools under in0estigation% it is o<0ious t2at gender% education
le0el% and teac2ers= area of speciali7ation do not influence t2e application of ,..IE 3odel of instruction in
teac2ing-learning transaction. I3ple3entation is gi0en t2e 2ig2est w2ile e0aluation is gi0en t2e lowest priorit1 in
practical application of ,..IE 3odel. 62e stud1 also found out t2at t2e intensit1 of appl1ing t2e 3odel
di3inis2es as 1ears of teac2ing e-perience increase until w2en teac2ers reac2 t2e e-perience of 1& 1ears and
a<o0e. Starting teac2ers <egin wit2 great 7eal in appl1ing t2e ,..IE 3odel <ut later t2is 7eal )eeps reducing
due to un)nown factors. 62is stud1% t2erefore% reco33ends in-ser0ice training t2at can gi0e strengt2 for teac2ers
to )eep appl1ing ,..IE principles t2roug2out t2eir professional life and furt2er in0estigation on factors causing
di3inis2ing of intensit1 in appl1ing ,..IE 3odel of instruction due to increasing 1ears of teac2ing e-periences.
"ey#ords$ ,..IE *odel% Instructional .esign% 6eac2ers% Students% 6eac2ing-learning transaction% ,d0entist%
Secondar1 Sc2ools.

%& Introduction
.esigning is defined <1 >ong3an ,cti0e Stud1 .ictionar1 as ?drawing or planning so3et2ing t2at one will
3a)e or <uild@ or ?to 3a)e so3et2ing for a particular purpose.@ 62is definition suggests t2at design is a plan
t2at is 3ade <efore so3et2ing is e-ecuted. In a tec2nical sense% t2e ter3 can <e regarded as ?a s1ste3atic
process as opposed to trial and error or rando3 asse3<lage (Aagne% Bager% Aolas% C Deller. *an1 writers (e.g.
Aagne% et al. 2&&5E Feiser% C .e3pse1% 2&&7E S3aldino% >owt2er% C Fussel (2&&! argue t2at properl1
designed instruction 1ields greater learning results a3ong students and in t2at wa1 instructional design <eco3es
t2e 2eart of effecti0e learning. S1atriana% Gusain and Ja<u (2&13 connected low Englis2 perfor3ance and
co3petence of Indonesian Secondar1 Sc2ool students wit2 poor instructional design. 62e stud1 of S2i<le1%
,3aral% S2an) and S2i<le1 (2&11 furt2er esta<lis2ed t2at t2e resulting design significantl1 increased t2e
a0erage AP, for t2e course and significantl1 decreased t2e failure rate a3ong t2e learners.
Proper instructional design is furt2er supported <1 <i<lical literature w2ere Ding Solo3on% t2e wise
said ?Prepare 1our outside wor)% 3a)e it fit for 1ourself in t2e fieldE and afterward <uild 1our 2ouse@ (Pro0er<s
2'827. Jesus% t2e 3aster teac2er in 42ristian perspecti0e supported t2is in one of 2is teac2ing sessions w2en 2e
as)ed a ;uestion to 2is audience8 ?Hor w2ic2 of 1ou% intending to <uild a tower% does not sit down first and count
t2e cost% w2et2er 2e 2as enoug2 to finis2 itI@(>u)e 1'82!. 62ese words of wisdo3 suggest t2at an1 effecti0e
acti0it1% teac2ing included% 3ust <e designed and properl1 planned. 62erefore% t2e idea of instructional design
re3ains of e-tre3e i3portance to teac2ers and educationists as 2eld <1 (and2ana (2&1& w2o contends t2at
teac2ers as instructional designers are e-pected to <e fa3iliar wit2 t2e episte3ological underpinnings of se0eral
t2eories and t2eir conse;uences on t2e process of instruction.@ 62e1 need to design strategies t2at will result into
effecti0e learning. B2ile t2ere could <e a range of instructional design 3odels% ,..IE is considered to <e t2e
3ost co33on instructional design 3odel (S2i<le1% ,3aral% S2an) and S2i<le1 (2&11.
,3ong a range of studies concerning ,..IE 3odel of Instruction (e.g. S1atriana% Gusain% C Ja<u%
2&13E (and2ana% > (2&1&% none loo)ed at t2e e-tent of its applica<ilit1 in t2e teac2ing-learning transaction. 62is
paper% t2erefore% in0estigated ,pplica<ilit1 of ,..IE *odel of instruction a3ong teac2ers of *ara 4onference
,d0entist Secondar1 Sc2ools in 6an7ania. *ara 4onference is a su< ,d3inistrati0e entit1 of t2e Nort2ern
6an7ania /nion 4onference of t2e Se0ent2-da1 ,d0entist 42urc2 in 6an7ania% w2ic2 a3ong ot2er t2ings
operates institutions of learning% particularl1 Secondar1 Sc2ools in *ara Fegion and /)erewe .istrict. ,3ong
1' ,d0entist Secondar1 Sc2ool in 6an7ania% si- <elong to *ara 4onference. 62e sc2ools are operated under
,d0entist P2ilosop21 of education w2ic2 runs interconnected educational institutions worldwide. 62e Education
.epart3ent of t2e ,d0entist world 42urc2 is responsi<le for t2e super0ision% coordination% pro3otion and
;ualit1 control of t2e glo<al Se0ent2-da1 ,d0entist educational s1ste3. 62is includes 7%!!3 sc2ools% colleges
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline
$ol.5% No.25% 2&1'

2
and uni0ersities% wit2 !:%'!1 teac2ers and 1%75!%737 students in 115 countries (www.ad0entist.org.
%&% Statement of the 'ro!lem
Instruction w2ic2 is not properl1 designed leads to less effecti0e learning. Seel and .i+)stra (2&&' suggest t2at
solution to instructional design pro<le3 is t2e design of proper co33unication <etween teac2ers as e-perts and
learners and en0iron3ents t2at support t2is co33unication in teac2ing- learning transaction. B2ile t2e
co33unication can ta)e 3an1 for3s including pro0ision of infor3ation% as)ing ;uestions% and gi0ing pro<le3s
for learners to sol0e% effecti0eness le0el of instructional design depends on teac2ers as i33ediate curriculu3
i3ple3enters. 62is stud1 particularl1 loo)ed at applica<ilit1 of ,..IE 3odel of instruction <1 teac2ers in *ara
4onference ,d0entist Secondar1 Sc2ools. 62e stud1 atte3pted to answer t2ree researc2 ;uestions na3el18
1. B2at are de3ograp2ic c2aracteristics of teac2ers in *ara 4onference ,d0entist Secondar1 Sc2oolsI
2. B2at is t2e general trend in t2e application of different ingredients of ,..IE 3odel of Instruction
a3ong teac2ers of *ara 4onference ,d0entist Secondar1 Sc2oolsI
3. Is t2ere significant difference in t2e applica<ilit1 of ,..IE 3odel of Instruction <1 *ara 4onference
,d0entist Secondar1 Sc2ools teac2ers% categori7ed according to 1ears of teac2ing e-perience% gender%
education le0el% and area of speciali7ationI
%&( )ypothesis of the Study
62e stud1 tested one null 21pot2esis na3el18 There is no significant difference in the applicability of ADDIE
model of Instruction by teachers in Mara Conference Adventist Secondary Schools, categorized according to
teaching eperience, gender, education level, and area of specialization!
%&* Significance of the Study
62is stud1 is of great significance in t2at findings will 2elp teac2ers in sc2ools under in0estigation to i3pro0e
areas of wea)nesses in t2e applica<ilit1 of I..IE 3odel of instruction in t2eir da1-to-da1 teac2ing routines.
%&+ Scope of the Study
.espite a series of instructional design 3odels% t2is stud1 was particularl1 li3ited to applica<ilit1 of ,..IE
3odel of instruction a3ong teac2ers in si- ,d0entist Secondar1 Sc2ools operated <1 *ara 4onference.
(& ,evie# of ,elated Literature and Studies
62is stud1 was guided <1 t2e ,..IE 3odel of Instruction as e-plained in t2e wor) of Aagne et al (2&&5% p. 23-
37 w2o e-plain 2ow eac2 step s2ould <e carried out and gi0e 0arious acti0ities t2at 3ust <e considered in eac2
step of t2e c1cle. Instructional .esign is t2e 0er1 2eart of effecti0e teac2ing and learning. /nless teac2ers plan
and design teac2ing acti0ities% incidental learning will <e t2e result% and at t2e end of it all% teac2ers will fail to
do t2e e0aluation of w2at t2e1 2a0e done in class% so3et2ing w2ic2 t2oroug2l1 depends on clearl1 set and
)nown o<+ecti0es w2ic2 are located in t2e anal1sis% t2e 0er1 first step of designing. 62erefore% Instructional
.esign re3ains of e-tre3e i3portance to teac2ers and curriculu3 de0elopers.
,s seen in figure 1% t2e na3e ?,..IE@ is a co33on 3ne3onic for t2e fi0e 3a+or steps in t2e
instructional design process na3el18 , J ,nal1sis% . J .esign% . J .e0elop3ent% I J I3ple3entation and E J
E0aluation.
-igure %$ ADDIE Model- Adopted from Spar. #i.is

(efore going furt2er% it is i3portant to understand w2at t2e ter3s ?instruction@ and ?instructional
design@ are all a<out. *erriell (1::5 in S2i<le1% ,3aral% S2an) and S2i<le1 (2&11% p. 13 state t2at
?Instructional design is t2e tec2nolog1 of creating learning e-perience and learning en0iron3ents w2ic2 pro3ote
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline
$ol.5% No.25% 2&1'

3
t2ese instructional acti0ities.@ 6enn1son% Sc2ott% Seel% .i+)stra (1::7 consider instructional design as a field of
stud1 concerning wit2 i3pro0ing teac2ing and learning. (and2ana (2&1& defines t2e two ter3s in a contrast
wa1. ,ccording to 2i3% instruction is t2e deli<erate arrange3ent of learning conditions to pro3ote t2e
attain3ent of so3e intended goal or a plan of teac2ing and learning acti0ities in w2ic2 learning is organi7ed%
w2ereas design is a creati0e process. .ic) and 4arre1 (1::5 in (and2ana (2&1& define instruction as a
s1ste3atic process in w2ic2 e0er1 co3ponent (i.e. teac2ers% students% 3aterials% and learning en0iron3ent is
crucial to successfull1 learning. ,ccording to S3aldino et al (2&&!% instruction can <e defined as ?deli<erate
arrange3ent of e-periences to 2elp learners ac2ie0e a desira<le c2ange in perfor3ance.@ 62is definition suggests
t2at e-periences 3ust <e arranged earlier <efore t2e actual teac2ing 2as ta)en place and t2erefore is <ringing to
0iew t2e idea of designing instruction <efore actual teac2ing practice 2as ta)en place.
Austafson and (ranc2 in Feiser and .e3pse1 (2&&7 regard instructional designing as a s1ste3atic
process t2at is e3plo1ed to de0elop education and training progra3s in a consistent and relia<le fas2ion. It is a
co3ple- process t2at is creati0e% acti0e and iterati0e in nature. (and2ana (2&1&% p.1 2as it t2at Instructional
.esign is a tested and pro0en 3et2odolog1 for de0eloping instruction. Jonassen% 6ess3er and Gannu3 (1:::
3aintain t2at instructional design is an anal1tic acti0it1 t2at in0ol0es tas) anal1sis to deter3ine w2at s2ould <e
taug2t. 62e1 consider t2e tas) anal1sis for instructional design as a process of anal17ing and articulating t2e )ind
of e-pected learning outco3e in ter3s of perfor3ance. 62e1 also stipulate t2at t2e essence of tas) anal1sis is to
deter3ine t2e goal and o<+ecti0es of learning% 2ow to select learning outco3es t2at are appropriate for
instructional de0elop3ent% w2ic2 tas)s are 3ost i3portant% t2e se;uence in w2ic2 t2e tas)s are perfor3ed and
s2ould <e learned and taug2t% 2ow to select appropriate 3edia and learning en0iron3ents and 2ow to construct
perfor3ance assess3ent and e0aluation.
Instructional design endea0ours are centred upon t2e fact t2at an1 effecti0e learning 3ust <e properl1
planned. ,s reflected in t2e introductor1 part of t2is wor)% prior design of an1 tas) 1ields effecti0e outco3e.
Since learning cannot <e e-ceptional% instructional design re3ains to <e a 3ust acti0it1 for teac2ers and
curriculu3 de0elopers at large. /nless teac2ers plan and design t2e teac2ing acti0ities% incidental learning will
<e a result% and at t2e end of it all% teac2ers will fail to do t2e e0aluation% so3et2ing w2ic2 t2oroug2l1 depends
on clearl1 designed and )nown o<+ecti0es.
*c,rdle (2&11 3aintains t2at one wa1 to a0oid 3is3atc2ing instructional 3et2od wit2 particular
audience is to consider de3ograp2ic c2aracteristics and preferences of t2e learners. 62is is in 2ar3on1 wit2
Ngussa and *a)ewa (2&1' w2o 3aintain t2at teac2ers s2ould 3a)e use of esta<lis2ed range of indi0idual
de3ograp2ic differences a3ong learners as an opportunit1 in t2eir teac2ing in t2at 0aried range of approac2es
can <e used to 3eet t2e needs of students according to t2eir indi0idual differences. 62e instructional design
s2ould t2erefore consider indi0idual differences of t2e learners.
Aagne% et al. (2&&5% pg. 2-3 present si- <asic co33on assu3ptions a<out instructional designing
w2ic2 are in t2is paper ela<orated in t2e lig2t of ot2er writers8
Intentional as opposed to incidental learning$ 62is i3plies t2at t2e target goal and desired learning
outco3es 3ust guide t2e design and selection of learning acti0ities. It also suggests t2at it is against t2e
acco3plis23ent of o<+ecti0es t2at t2e effecti0eness of t2e design is assessed. Aagne% et al (2&&5% p.1
clearl1 distinguis2es intentional fro3 incidental learning. B2ile intentional learning is goal oriented%
incidental learning ta)es place <1 c2ance. ?#ne function of education s1ste3s%@ t2e1 argue% ?is to
facilitate intentional learning in order to acco3plis2 3an1 goals t2at would ta)e 3uc2 longer wit2out
instruction.@ S3aldino et al% (2&&!% p. :5 2a0e it t2at learning o<+ecti0es are not intended to li3it w2at
students learn <ut rat2er are intended to pro0ide a 3ini3u3 le0el of e-pected ac2ie0e3ent.@
Learning as a comple/ process$ >earning in0ol0es a nu3<er of 0aria<les suc2 as learner perse0erance%
ti3e allowed% ;ualit1 of instruction% aptitude and student=s a<ilit1 to learn. In designing an1 instruction%
t2e teac2er needs to )now 0aria<les t2at can en2ance or 2inder effecti0e learning. S3aldino% et al (2&&!%
p. :5 argue t2at it is i3portant to adopt learning o<+ecti0es to t2e a<ilities of indi0idual learners.
Instructional designs s2ould t2erefore <e student centred so t2at slow learners% faster learners and 3an1
ot2er indi0idual differences s2ould <e ta)en care of in t2e teac2ing-learning transaction.
Many levels of application& 62ese le0els range fro3 curriculu3 de0elop3ent of a course of stud1 to
lesson planning for a da1=s acti0it1. 62is point ad0ocates for classroo3 teac2ers as instructional
designers rat2er t2an 3ere i3ple3enters of w2at ot2ers 2a0e planned. It also suggests t2at designing of
instruction is a dail1 process as classroo3 teac2ers 3o0e along t2e intended goals.
Design as an iterative process& 62is suggests t2at instruction cannot <e designed wit2out in0ol0ing
learners in t2e process. Instructional 3aterials and acti0ities 3ust <e tested wit2 learners to deter3ine
w2at wor)s and w2at does not wor). 62ere are nu3erous 0aria<les t2at learners 3ust interact wit2 if
effecti0e learning needs to ta)e place. 62is is supported <1 .ic) and 4are1 (1::5 in (and2ana (2&1&
w2o 3aintain t2at instruction is a s1ste3atic process in w2ic2 e0er1 co3ponent (i.e. teac2ers% students%
3aterials% and learning en0iron3ent is crucial to successfull1 learning. 62is trut2 suggests t2e idea t2at
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline
$ol.5% No.25% 2&1'

'
instructional designing cannot <e of one standard since eac2 teac2er faces different t1pes of learners
under different conte-ts of teac2ing- learning transaction
,elated su!-processes& Instructional design is not a single e0ent. It is an e-tended acti0it1 t2at
in0ol0es a series of e0ents. Ngussa (2&1' descri<es Aagne=s nine e0ents of instructions t2at need to <e
considered in t2e instructional design. 62ese include gaining attention% infor3ing t2e learner of t2e
o<+ecti0e% sti3ulating recall of prior learning% presenting t2e sti3ulus% pro0iding learning guidance%
eliciting perfor3ance% pro0iding feed<ac)% assessing perfor3ance and en2ancing retention and transfer.
Different types of instruction. 62ere is no <est wa1 to teac2 e0er1t2ing. , good e-a3ple is t2at
pro<le3-sol0ing s)ills cannot <e de0eloped wit2out in0ol0ing learners in sol0ing pro<le3s. 62is is in
2ar3on1 wit2 t2e law of e-ercise w2ic2 states t2at if one e-ercises% t2e effect increases (Sc2un)% 1::5.
62is i3plies t2at t2e teac2er needs to gi0e as 3an1 e-ercises to t2e learner in order to strengt2en
learning results and li)eli2ood to 3eet t2e intended o<+ecti0e. 62is also calls for teac2ers to <e well
infor3ed of intended learning outco3es in order for t2e3 to tailor appropriate acti0ities for students.
Feiser and .e3pse1 (2&&7% p. 13-17 gi0e se0eral c2aracteristics of an ideal instructional design.
,ccording to t2e3% instructional design is learner centred in t2e sense t2at t2e learner is gi0en first priorit1 in t2e
teac2ing-learning transaction. It is goal oriented in t2at t2e teac2er sets attaina<le and 3easura<le o<+ecti0es. It
focuses on 3eaningful perfor3ance in t2e sense t2at learners are acti0el1 in0ol0ed in practical e-periences. It
assu3es t2at outco3es can <e 3easured in a relia<le and 0alid wa1s. It is e3pirical% iterati0e and self-correcting.
,nd finall1% instructional design is t1picall1 a tea3 effort.
In conclusion% one cannot tal) a<out instructional design wit2out 3entioning E..IE *odel. It is
argued t2at t2oug2 3odels of instructional design 2a0e si3ilar co3ponents% t2e1 can 0ar1 greatl1 in t2e specific
nu3<ers of p2ases and t2eir grap2ic representations (Aagne et al% 2&&5% p. 21. ,..IE 3odel% 2owe0er% stands
tall and is supported <1 3an1 aut2ors (Feiser C .e3pse1% 2&&7E Aagne et al% 2&&5E and (and2ana% 2&1&.

*& Methodology of The Study
62is stud1 e3plo1ed <ot2 descripti0e and inferential statistics. .escripti0e statistics anal17ed researc2 ;uestion
one and two w2ile t-test and ,nal1sis of $ariance (,N#$, anal17ed researc2 ;uestion t2ree and tested its
su<se;uent null 21pot2eses. 62e stud1 in0ol0ed si- ,d0entist Secondar1 Sc2ools operated <1 *ara 4onference
na3el1 I)i7u Secondar1 Sc2ool% (wasi Secondar1 Sc2ool% N1ansinc2a Secondar1 Sc2ool% N1a<e2ore Secondar1
Sc2ool% (usegwe Airls Secondar1 Sc2ool and Da3e1a Secondar1 Sc2ool. , closed-ended ;uestionnaire t2at
was constructed <1 t2e researc2er was t2e onl1 3eans for data collection. Kuestionnaire ite3s were in four-li)ert
scale w2ere ' denoted Strong ,gree3ent% 3 denoted ,gree3ent% 2 denoted .isagree3ent% and 1 denoted Strong
.isagree3en. 62e 3ean scores of t2e respondent groups were interpreted as follows8 3.5&-'.&& J Strongl1
,gree% 2.5&-3.': J ,gree% 1.5&-2.': J .isagree and 1.&&-1.': J Strongl1 .isagree
$alidit1 of t2e ;uestionnaire was o<tained t2roug2 critical anal1sis of t2e ite3s of t2e ;uestionnaire
against t2e o<+ecti0es of t2e stud1 to ensure accepta<le co3pati<ilit1. Necessar1 ad+ust3ents were 3ade.
62roug2 SPSS running% a 4ron<ac2 alfa of .!:! was o<tained w2ic2 signifies t2at t2e ;uestionnaire ite3s were
2ig2l1 relia<le.
(efore data collection% t2e researc2er consulted *ara 4onference E-ecuti0e Secretar1 for per3ission to collect
data fro3 sc2ools under in0estigation. /pon written acceptance of t2e re;uest% t2e researc2er sent t2e
;uestionnaires to t2e 2ead teac2ers and re;uested t2e3 to assist collecting data and sending <ac) t2e
;uestionnaires to 2i3.

+& ,esults and Discussion of -indings
62is section presents results of t2ree researc2 ;uestions and su<se;uent null 21pot2eses t2at guided t2is stud1
na3el18
'.1 What are demographic characteristics of teachers of Mara Conference Adventist Secondary Schools?
Bit2 t2e 2elp of SPSS progra3% 6a<le 3-5 s2ow de3ograp2ic c2aracteristics of teac2ers w2ic2 gi0e necessar1
<ac)ground for researc2 ;uestion 2 and 3. 6eac2ers of *ara 4onference ,d0entist Secondar1 Sc2ools 2ad
0ariation of de3ograp2ic c2aracteristics. 62e ta<les indicate t2at *a+orit1 (:1.!L were 3ales w2ile t2eir
fe3ale counterparts were onl1 !.2L. ,s far as educational le0el is concerned% ''.:L of teac2ers were <ac2elor
degree 2olders w2ile '&.! 2eld diplo3a and 1'.3 2eld ,d0anced 4ertificate of Secondar1 E-a3ination. *a+orit1
of teac2ers (55.1L were ,rts teac2ers w2ile '2.:L were science teac2ers and onl1 2L were co33erce teac2ers.
6eac2ers 2ad a wide range of wor)ing e-periences. *a+orit1 of t2e3 (55.1 2a0ing 1-3 1ears of teac2ing
e-perience w2ile 1!.'L 2ad t2e e-perience of '-5 1ears% '.1L 2ad t2e e-perience of 7-: and 22.'L 2ad t2e
e-perience of 1& 1ears and a<o0e.



Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline
$ol.5% No.25% 2&1'

5
4.2 What is the general trend in the application of ADDIE model of Instrction among teachers of Mara
Conference Adventist Secondary Schools?
Aenerall1% 6a<le 7 indicates t2at t2e use of 0arious ingredients of ,..IE 3odel of instruction falls wit2in t2e
range of 3.' and 3.5 out of '.&& 3ean score. 62is indicates teac2ers= agree3ent and strong agree3ent
respecti0el1. 4ategoricall1% teac2ers rated t2eir application of 0arious ingredients of t2e 3odel in t2e following
descending order8
I3ple3entation (3.5!15
.esigning (3.'!:!
.e0eloping (3.'571
,nal1sing (3.'5'1
E0aluation (3.'':&.
62is i3plies t2at i3ple3entation is gi0en t2e 2ig2est priorit1 w2ile e0aluation is gi0en t2e lowest
priorit1. 62is does suggest t2at teac2ers under in0estigation properl1 appl1 t2e ,..IE 3odel of instruction in
teac2ing-learning transaction t2oug2 priorit1 in t2e application of 0arious stages 0aries. ,s 2eld <1 3an1 writers%
(e.g. Aagne% et al. 2&&5E Feiser% C .e3pse1% 2&&7E S3aldino% >owt2er% C Fussel (2&&!% properl1 designed
instruction 1ields greater learning results a3ong students. 62is is supported <1 S1atriana% Gusain and Ja<u (2&13
w2o connected perfor3ance and co3petence wit2 instructional design strategies. S2i<le1% ,3aral% S2an) and
S2i<le1 (2&11 stipulated t2at resulting design significantl1 increases perfor3ance le0el and decreases t2e failure
rate a3ong t2e learners. 6eac2ers% t2erefore% need to <e encouraged to )eep appl1ing t2e ,..IE instructional
design in order to create roo3s for students= 2ig2er acade3ic perfor3ance.
4.! Is there significant difference in the applica"ility of ADDIE model of Instrction "y teachers of Mara
Conference Adventist Secondary Schools# categori$ed according to years of teaching e%perience# gender#
edcation level# and area of speciali$ation?
62is ;uestion called for testing of four su< null 21pot2eses using t-test and ,nal1sis of $ariance (,N#$,
t2roug2 t2e Statistical Pac)age for Social Sciences (SPSS. 62e 21pot2eses were tested one after anot2er8
"!#!$ There is no significant difference in the applicability of ADDIE model of Instruction among teachers of
Mara Conference Adventist Secondary Schools categorized according to years of teaching eperience!
Preli3inar1 findings in 6a<le ! indicates 0ariation of scores in t2e use of ,..IE 3odel of instruction. 62e ta<le
also indicates inconsistent trend in t2at teac2ers of a<o0e 1& 1ears of teac2ing e-perience 2ad t2e 2ig2est 3ean
score (3.53&5 followed <1 teac2ers of 1-3 1ears (3.52:& and '-5 1ears (3.'153. 62ose teac2ers wit2 7-: 1ears
of teac2ing e-perience 2ad t2e lowest 3ean score (2.:!17. Hurt2er% ,nal1sis of $ariance in 6a<le : indicates a
Sig of .153 w2ic2 is greater t2an t2e critical 0alue indicating t2at t2e 3ean score differences are not statisticall1
significant. 62is leads us to accept t2e null 21pot2esis t2at t2ere is no significant difference in t2e applica<ilit1 of
,..IE 3odel of Instruction a3ong teac2ers in *ara 4onference ,d0entist Secondar1 Sc2ools% categori7ed
according to 1ears of teac2ing e-perience.
62e results can also <e interpreted t2at teac2ers of 1-3 and at least 1& 1ears e-periences of teac2ing
strongl1 agreed to <e appl1ing ,..IE 3odel of instruction w2ile t2ose teac2ers of <etween '-: 1ears of
teac2ing e-perience agreed to <e using t2e principles. 62is i3plies t2at t2e intensit1 of appl1ing ,..IE
principles di3inis2es as 1ears of teac2ing e-perience increases until w2en teac2ers reac2 t2e e-perience of 1&
1ears and a<o0e. 62is suggests t2at starting teac2ers <egin wit2 great 7eal and ent2usias3 in appl1ing t2e
,..IE principles <ut later t2is 7eal )eeps di3inis2ing due to factors <e1ond t2e )nowledge of t2e researc2er.
62is calls upon furt2er in0estigation on factors causing di3inis2ing of t2e intensit1 in appl1ing ,..IE 3odel of
instruction. It also calls for regular in-ser0ice se3inars t2at will 3oti0ate teac2ers to )eep t2e 7eal and
ent2usias3 t2e1 started wit2 after e3plo13ent and e0en i3pro0e as t2e 1ears of t2eir teac2ing e-perience
increase. 62is is supported S2a2% Diani% *a23ood and Gussain (2&11 w2o argued t2at since in-ser0ice teac2er
training en2ances and i3pro0es t2e aspects of o0erall perfor3ance of teac2ers% it is necessar1 for teac2ers to
update t2eir )nowledge t2roug2 t2e in-ser0ice training. Jo1 (2&1' also supported t2is <1 contending t2at in-
ser0ice training <1 wor)s2ops% conferences and se3inars is an i3portant strateg1 for i3pro0ing teac2ers=
effecti0e i3ple3entation of teac2ing related acti0ities in secondar1 sc2ools.
"!#!% There is no significant difference in the applicability of ADDIE model of Instruction among teachers of
Mara Conference Adventist Secondary Schools categorized according to gender!
6a<le 1& indicates t2at t2e 3ean score of fe3ale teac2ers (3.52!3 was slig2tl1 2ig2er t2an t2at of 3ale teac2ers
(3.'!25. He3ale teac2ers strongl1 agreed w2ile 3ale teac2ers agreed to <e appl1ing ,..IE 3odel in t2e
teac2ing-learning sessions. Independent sa3ple t-test in 6a<le 11 2owe0er% re0eals a sig. of .2!7 w2ic2 is greater
t2an t2e critical 0alue 3eaning t2e 3ean scores of 3ale and fe3ale teac2ers are statisticall1 not significant.
62erefore% we accept t2e null 21pot2esis t2at t2ere is no significant difference in t2e applica<ilit1 of ,..IE
3odel of Instruction a3ong teac2ers of *ara 4onference ,d0entist Secondar1 Sc2ools categori7ed according to
gender% and conclude t2at gender of teac2ers does not influence t2e application of ,..IE 3odel of instruction
in teac2ing-learning transaction.
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline
$ol.5% No.25% 2&1'

5
"!#!# There is no significant difference in the applicability of ADDIE model of Instruction among teachers of
Mara Conference Adventist Secondary Schools categorized according to education level!
In anal17ing t2is 21pot2esis% t2e researc2er e3plo1ed ,N#$,. ,s 6a<le 12 indicates% teac2ers wit2 diplo3a
;ualification 2ad t2e 2ig2est 3ean score (3.':'7 followed <1 teac2ers wit2 <ac2elor degree ;ualification
(3.':32. 6eac2ers wit2 ,d0anced 4ertificate of Secondar1 Education 2ad t2e lowest 3ean score (3.''1&. ,ll
groups= 3ean scores% 2owe0er% fall wit2in t2e range of 2.5&-3.': denoting t2at all teac2ers regardless of t2eir
education le0el 0ariation agreed to <e appl1ing ,..IE 3odel in teac2ing. In addition to t2at% 6a<le 13 indicates
t2e sig of .:35 w2ic2 is greater t2an t2e critical 0alue indicating t2at t2e 3ean scores of teac2ers categori7ed
according to le0el of education are not statisticall1 different. 62erefore we co3e up wit2 an o<ser0ation t2at
teac2ers= le0el of education does not influence t2e application of ,..IE 3odel of instruction.
"!#!" There is no significant difference in the applicability of ADDIE model of Instruction among teachers of
Mara Conference Adventist Secondary Schools categorized according to area of specialization!
6a<le 1' indicates t2at ,rts teac2ers 2ad t2e 2ig2est 3ean scores (3.525: followed <1 science teac2ers (3.'3!'.
4o33erce teac2ers 2ad t2e lowest 3ean score (3.3:57. ,rts teac2ers strongl1 agreed to <e using ,..IE 3odel
of Instruction w2ile teac2ers of science and co33erce agreed to <e using t2e 3odel. ,nal1sis of 0ariance in
6a<le 15 2owe0er indicates a Sig. of .571 w2ic2 is greater t2an t2e le0el of significance i3pl1ing t2at t2e 3ean
scores are not statisticall1 different. 62erefore we accept t2e null 21pot2esis t2at t2ere is no significant
difference in t2e applica<ilit1 of ,..IE 3odel of Instructional .esign a3ong teac2ers in *ara 4onference
,d0entist Secondar1 Sc2ools categori7ed according to area of speciali7ation.

0& Summary, Conclusions and ,ecommendations
62is section su33arises results of t2ree researc2 ;uestions and su<se;uent null 21pot2eses t2at guided t2is stud1.
In su33ar1% t2is stud1 concludes t2at a3id 0ariation of de3ograp2ic c2aracteristics of teac2ers in sc2ools under
in0estigation% it is o<0ious t2at gender% education le0el% and teac2ers= area of speciali7ation do not influence t2e
application of ,..IE 3odel of instruction in teac2ing-learning transaction. I3ple3entation is gi0en t2e 2ig2est
priorit1 w2ile e0aluation is gi0en t2e lowest priorit1 in practical application of t2e ,..IE 3odel. Intensit1 of
appl1ing ,..IE 3odel di3inis2es as 1ears of teac2ing e-perience increase until w2en teac2ers reac2 t2e
e-perience of 1& 1ears and a<o0e. 62is stud1% t2erefore% reco33ends t2at teac2ers need to <e encouraged to
)eep appl1ing t2e ,..IE instructional design in teac2ing-learning transaction in order to create roo3s for
students= 2ig2er acade3ic perfor3ance. In-ser0ice training can gi0e strengt2 for teac2ers to )eep appl1ing
,..IE principles t2roug2out t2eir professional life. 62ere is also need for furt2er in0estigation on factors
causing di3inis2ing of intensit1 in appl1ing ,..IE 3odel of instruction as 1ears of teac2ing e-perience
increase.

1& ,eference
(and2ana% > (2&1&&! Designing Instructional Design' Emerging Issues! Journal of Education and Practice
www.iiste.org ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol. 1%No. 3% 2&1&.
Aagne% F. *.% Bager% B.B.% Aolas% D. 4. C Deller% J. * (2&&5. (rinciples of Instructional Design (5t2 edition.
4alifornia8 Badswort2.
Gol1 (i<le- New Ding Ja3es $ersion.
Jonassen% .. GE 6ess3er% * and Gannu3% B. G (1:::. Tas) Analysis Methods for Instructional Design
(online <oo). *aw2a2% N. J8 >awrence Erl<au3 ,ssociates. www.;uestia.co3
Jo1% E (2&1'. Strategies for Improving Staff (ersonnel for Effective Implementation of *niversal +asic
Education ,*+E& in -unior Secondary Schools in .ivers State! Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline$ol.5% No.21% 2&1'.
>ong3an ,cti0e Stud1 .ictionar1.
*c,rdle% A (2&11. Instructional Design for Action /earning! New Mor)8 ,3erican *anage3ent ,ssociation.
Ndi)u% >. * and Ngussa% (. *. Students Demographics and Satisfaction 0ith Selected Academic Eperiences'
*niversity of Arusha1Musoma, Tanzania! International Journal of Education and Fesearc2. Jul1 2&1'.
Ngussa% (. * (2&1'. 2agne3s 4ine Events of Instruction in Teaching1/earning Transaction' Evaluation of
Teachers by 5igh School Students in Musoma1 Tanzania! International Journal of Education and Fesearc2 $ol. 2
No. 7 Jul1 2&1'.
Feiser% F. , and .e3pse1% J. $ (2&&7. Trends and issues in instructional design and Technology (2nd ed..
New Jerse18 Pearson Education% Inc.
S2a2% S. *. ,E Diani% D. *E *a23ood% N and Gussain% I (2&11&! In1Service Training of Secondary /evel
Teachers' a 6ollo0 up of Teachers3 (erformance in Comparative (erspective. Journal of Education and Practice
www.iiste.org. ISSN 2222-2!!" (#nline $ol. 2% No 11C12% 2&11.
S3aldino% S. EE >owt2er% ..>E C Fussel% J. .. (2&&!. Instructional Technology and Media for /earning. New
Jerse18 Pearson *errill Prentice Gall.
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline
$ol.5% No.25% 2&1'

7
Sc2un)% .. G. (1::5&! /earning Theories' An Educational (erspective. New Mor)8 *ac3illan Pu<lis2ing
4o3pan1.
Seel% N. * and .i+)stra% S (2&&'. (editors. Curriculum (lans and (rocesses in Instructional Design'
International (erspectives (online <oo). *a2wa2 % N. J8 >awrence Erl<au3 ,ssociates. www.;uestia.co3.
Se0ent2-.a1 ,d0entist #fficial Be<site- .epart3ent of Education. www.ad0entist.org
S2i<le1% IE ,3aral% D. EE S2an)% J. . and S2i<le1% >. F (2&11. E1signing a +lended Course' *sing ADDIE to
2uide Instructional Design! Journal of 4ollege Science 6eac2ing% 0'& n5 p!&-!5 Jul 2&11. Hro3
2ttp8OOeric.ed.go0OIidJEJ:535'!
S1atriana% EE Gusain% . and Ja<u% ( (2&13. A Model of Creating Instructional Materials +ased on the School
Curriculum for Indonesian Secondary Schools Journal of Education and Practice www.iiste.org ISSN 2222-1735
(Paper ISSN 2222-2!!" (#nline $ol.'% No.2&% 2&13.
6enn1son% F. .E Sc2ott% HE Seel% N. * and .i+)stra% S (1::7 (editors. Instructional Design' International
(erspectives! 7olume' $! *a2wa2% NJ. >awrence Erl<au3 ,ssociates!
$incini% P. J. ADDIE Instructional design (rocess. 2ttps8OOwi)is 2ttps8OOwi)is. uit.tufts.eduO
confluenceOdispla1O/I6 Dnowledge<aseO ,..IEP Instructional P.esignPProcess Fetrie0ed He<ruar1 15% 2&1'.

2& Appendices
Ta!le %$ ,elia!ility Case 'rocessing Summary
N L
4ases $alid '! 1&&.&
E-cluded
a
& .&
6otal '! 1&&.&
a. >istwise deletion <ased on all 0aria<les in t2e
procedure.


Ta!le ($ ,elia!ility Statistics
4ron<ac2Qs
,lp2a N of Ite3s
.!:! 2'

Ta!le *$ 3ender of Teachers

Hre;uenc1 Percent $alid Percent 4u3ulati0e Percent
$alid *,>E '5 :1.! :1.! :1.!
HE*,>E ' !.2 !.2 1&&.&
6otal ': 1&&.& 1&&.&


Ta!le +$ Educational level of Teachers

Hre;uenc1 Percent $alid Percent
4u3ulati0e
Percent
$alid (,4GE>#F .EAFEE 22 ''.: ''.: ''.:
.IP>#*, 2& '&.! '&.! !5.7
,4SEE 7 1'.3 1'.3 1&&.&
6otal ': 1&&.& 1&&.&


Ta!le 0$ Teachers4 Area of Specialiation
Hre;uenc1 Percent $alid Percent 4u3ulati0e Percent
$alid ,F6S 27 55.1 55.1 55.1
S4IEN4E 21 '2.: '2.: :!.&
4#*EF4E 1 2.& 2.& 1&&.&
6otal ': 1&&.& 1&&.&

Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline
$ol.5% No.25% 2&1'

!

Ta!le 1$ Teachers4 5or. E/perience

Hre;uenc1 Percent $alid Percent
4u3ulati0e
Percent
$alid 1-3 ME,FS 27 55.1 55.1 55.1
'-5 ME,FS : 1!.' 1!.' 73.5
7-: ME,FS 2 '.1 '.1 77.5
1& ME,FS ,N. ,(#$E 11 22.' 22.' 1&&.&
6otal ': 1&&.& 1&&.&

Ta!le 2$ Descriptive Statistics for different ingredients of ADDIE model
N *ini3u3 *a-i3u3 *ean Std. .e0iation
,N,>MSIS ': 2.&& '.&& 3.'5'1 .'&'&&
.ESIAN ': 1.!3 '.&& 3.'!:! .'5!21
.E$E>#P ': 2.'& '.&& 3.'571 .'223&
I*P>E*EN6 ': 2.5& '.&& 3.5!15 .3:325
E$,>/,6I#N ': 2.&& '.&& 3.'':& .'!73:
$alid N (listwise ':


Ta!le 6$ Descriptives for ADDIE Applica!ility !y years of teaching e/perience
,..IE


N *ean
Std.
.e0iation
Std.
Error
:5L 4onfidence Inter0al
for *ean
*ini3u3 *a-i3u3
>ower
(ound
/pper
(ound
1-3 ME,FS
27 3.52:& .3':!' .&5733 3.3:&5 3.557' 2.5! '.&&
'-5 ME,FS
: 3.'153 .2:'5& .&:!17 3.1!:: 3.5'27 2.!! 3.!2
7-: ME,FS
2 2.:!17 .577'7 .'&!33 -2.2&57 !.17&& 2.57 3.3:
1& ME,FS ,N.
,(#$E
11 3.53&5 .32&1' .&:553 3.3155 3.7'57 2.!2 3.!5
6otal
': 3.'!53 .3':35 .&'::1 3.3!5& 3.5!57 2.57 '.&&


Ta!le 7$ A89:A for ADDIE Applica!ility !y years of teaching e/perience
,..IE
Su3 of S;uares df *ean S;uare H Sig.
(etween Aroups .52' 3 .2&! 1.7!: .153
Bit2in Aroups 5.23' '5 .115
6otal 5.!5: '!






Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline
$ol.5% No.25% 2&1'

:

Ta!le %;$ 3roup Statistics ADDIE Application !y gender
B2at is 1our
genderI N *ean Std. .e0iation Std. Error *ean
,..IE *,>E '5 3.'!25 .35!7! .&53'!
HE*,>E ' 3.52!3 .2':7! .12'!:



Ta!le %%$ Independent Samples Test ADDIE Application !y gender
>e0eneQs 6est for
E;ualit1 of
$ariances t-test for E;ualit1 of *eans

H Sig. t df
Sig. (2-
tailed
*ean
.ifference
Std. Error
.ifference
:5L 4onfidence
Inter0al of t2e
.ifference

>ower /pper
,..IE E;ual 0ariances
assu3ed
1.157 .2!7 -.2'! '7 .!&5 -.&'57' .1!'&: -.'15&! .32'5&
E;ual 0ariances
not assu3ed

-.337 '.1:2 .753 -.&'57' .135!5 -.'152' .32'75

Ta!le %($ Descriptives for ADDIE Applica!ility !y teachers4 level of education
,..IE


N *ean
Std.
.e0iation
Std.
Error
:5L 4onfidence Inter0al
for *ean
*ini3u3 *a-i3u3
>ower
(ound
/pper
(ound
(,4GE>#F
.EAFEE
22 3.':32 .3':5: .&7'55 3.33!1 3.5'!2 2.57 3.:3
.IP>#*,
2& 3.':'7 .331'& .&7'1& 3.33:5 3.5':! 2.73 '.&&
,4SEE
7 3.''1& .'''!2 .15!13 3.&2:5 3.!523 2.5! 3.!7
6otal
': 3.'!53 .3':35 .&'::1 3.3!5& 3.5!57 2.57 '.&&


Ta!le %*$ A89:A for ADDIE Applica!ility !y teachers4 level of education
,..IE
Su3 of S;uares df *ean S;uare H Sig.
(etween Aroups .&17 2 .&&! .&55 .:35
Bit2in Aroups 5.!'2 '5 .127
6otal 5.!5: '!



Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline
$ol.5% No.25% 2&1'

1&

Ta!le %+$ Descriptives for ADDIE Applica!ility !y teachers4 area of specialiation
,..IE

N *ean Std. .e0iation Std. Error
:5L 4onfidence Inter0al for *ean
*ini3u3 *a-i3u3 >ower (ound /pper (ound
,F6S 27 3.525: .32!!7 .&532: 3.3:5! 3.557& 2.57 3.:3
S4IEN4E 21 3.'3!' .3!37: .&!375 3.2537 3.5131 2.5! '.&&
4#*EF4E 1 3.3:57 . . . . 3.'& 3.'&
6otal ': 3.'!53 .3':35 .&'::1 3.3!5& 3.5!57 2.57 '.&&

Ta!le %0 A89:A for ADDIE Applica!ility !y teachers4 area of specialiation
,..IE
Su3 of S;uares df *ean S;uare H Sig.
(etween Aroups .1&1 2 .&5& .'&2 .571
Bit2in Aroups 5.75! '5 .125
6otal 5.!5: '!



The IISTE is a pioneer in the Open-Access hosting service and academic event
management. The aim of the firm is Accelerating Global Knowledge Sharing.

More information about the firm can be found on the homepage:
http://www.iiste.org

CALL FOR JOURNAL PAPERS
There are more than 30 peer-reviewed academic journals hosted under the hosting
platform.
Prospective authors of journals can find the submission instruction on the
following page: http://www.iiste.org/journals/ All the journals articles are available
online to the readers all over the world without financial, legal, or technical barriers
other than those inseparable from gaining access to the internet itself. Paper version
of the journals is also available upon request of readers and authors.

MORE RESOURCES
Book publication information: http://www.iiste.org/book/

IISTE Knowledge Sharing Partners
EBSCO, Index Copernicus, Ulrich's Periodicals Directory, JournalTOCS, PKP Open
Archives Harvester, Bielefeld Academic Search Engine, Elektronische
Zeitschriftenbibliothek EZB, Open J-Gate, OCLC WorldCat, Universe Digtial
Library , NewJour, Google Scholar