Title: Effect of ADDIE Instructional Strategy on Secondary School Students' Achievement in Information Technology in Delta State, Nigeria
Authors: OSIKA, Esther Ojo, IRORITERAYE-ADJEKPOVU, Janice Imizuokena (Ph.D)
Volume: 10
Issue: 8
Pages: 50-55
Publication Date: 2026/08/28
Abstract:
Enhancing students' achievement in Information Technology is increasingly important as digital competence becomes integral to contemporary education. This study investigated the effectiveness of the ADDIE instructional strategy in improving secondary school students' achievement in Information Technology and examined whether male and female students differed in achievement following exposure to the strategy. A quasi-experimental pretest-posttest non-equivalent control group design was adopted. The population consisted of 82,712 Upper Basic Two students in public secondary schools in Delta Central Senatorial District, Delta State. A sample of 291 students was selected through multistage sampling. Data were collected using the 50-item Information Technology Achievement Test (ITAT), which had a Kuder-Richardson Formula 21 reliability coefficient of 0.81. Mean and standard deviation addressed the research questions, while Analysis of Covariance (ANCOVA) and independent-samples t-test tested the hypotheses at the 0.05 significance level. Findings showed that students taught using the ADDIE instructional strategy achieved significantly higher scores than those taught through lecture method. However, male and female students exposed to ADDIE did not differ significantly in achievement. The study concluded that ADDIE provides an effective instructional framework for improving Information Technology achievement irrespective of sex. It was recommended that Information Technology teachers incorporate the strategy into regular classroom instruction to improve students' learning outcomes.