Abstract

This study aims to identify the effectiveness of a training program on the ADDIE instructional design model to enhance teachers’ perceived skills in solving educational problems. The ADDIE training program is proposed to help teachers identify their educational problems and find systematic solutions to them. To evaluate the effectiveness of the proposed training program, action research with the quasi-experimental design was employed. Four groups, in total 77 in-service teachers, undertook a short-term training program on the ADDIE model. Data were collected through a pre and post self-assessment questionnaire that consisted of five sections regarding the primary ADDIE skills (analysis, design, development, implementation, and evaluation), and open-ended questionnaires to understand teachers’ expectations and attitudes toward this training program. The findings indicate that the post-self-assessment questionnaire scores were significantly higher than the pre self-assessment questionnaire scores. This study revealed that the ADDIE training program was highly effective in terms of improving teachers’ ability to solve educational problems from teachers’ perspectives. However, teachers indicated that they need more and longer-term training programs on these skills as well as longitudinal studies measuring these skills. Teachers suggested that this program be made a compulsory program for every pre and in-service teacher.

Key words: Instructional design, ADDIE model, problem-solving skills, teacher professional development.