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

Abstract

The aim of this study was to investigate application of ADDIE model of instruction among teachers of Mara Conference Adventist Secondary Schools in Tanzania. A total of 49 teachers in six schools participated in filling the questionnaire. Cronbach alfa of .898 signified acceptable reliability of the questionnaire items.  Descriptive statistics, t-test and ANOVA were used to analyze data. The study reached to the conclusion that amid variation of demographic characteristics of teachers in schools under investigation, it is obvious that gender, education level, and teachers’ area of specialization do not influence the application of ADDIE model of instruction in teaching-learning transaction. Implementation is given the highest while evaluation is given the lowest priority in practical application of ADDIE model. The study also found out that the intensity of applying the model diminishes as years of teaching experience increase until when teachers reach the experience of 10 years and above. Starting teachers begin with great zeal in applying the ADDIE model but later this zeal keeps reducing due to unknown factors. This study, therefore, recommends in-service training that can give strength for teachers to keep applying ADDIE principles throughout their professional life and further investigation on factors causing diminishing of intensity in applying ADDIE model of instruction due to increasing years of teaching experiences.

Keywords: ADDIE Model, Instructional Design, Teachers, Students, Teaching-learning transaction, Adventist, Secondary Schools.