Title: Effect of ADDIE Instructional Strategy on Junior Secondary School Students' Motivation in Information Technology
Authors: IRORITERAYE-ADJEKPOVU, Janice Imizuokena (Ph.D)
Volume: 10
Issue: 7
Pages: 238-246
Publication Date: 2026/07/28
Abstract:
This study investigated the effect of the ADDIE instructional strategy on students' motivation in Information Technology. The study adopted a quasi-experimental pretest-posttest non-equivalent control group design. The population comprised 82,712 Upper Basic Two (JS2) students in public secondary schools in Delta Central Senatorial District of Delta State, from which a sample of 291 students was selected through a multistage sampling procedure. Data were collected using the Students' Motivation towards Information Technology Questionnaire (SMITQ), which yielded a Cronbach Alpha reliability coefficient of 0.72. The experimental group was taught using the ADDIE instructional strategy, while the control group received instruction through the lecture method over a six-week period. Mean and standard deviation were used to answer the research questions, whereas ANCOVA and the independent-samples t-test were employed to test the hypotheses at the 0.05 level of significance. The findings revealed that students taught using the ADDIE instructional strategy achieved a higher mean gain in motivation than those taught using the lecture method, and the difference was statistically significant. The study further showed that there was no significant difference between the motivation of male and female students taught using the ADDIE instructional strategy. It was concluded that the ADDIE instructional strategy effectively enhances students' motivation in Information Technology irrespective of sex. The study recommends increased adoption of the strategy through teacher training and curriculum implementation.