The Impact of Instructional Design Models on Teacher Effectiveness In ICT-Integrated Classrooms

Abstract

This study examined the application of instructional design models and their influence on teacher effectiveness in ICT-integrated classrooms among teaching practice students in selected secondary schools in Rivers State, Nigeria. The study focused on Year 3 student-teachers from the University of Port Harcourt (UNIPORT) and Ignatius Ajuru University of Education (IAUE), with a population of approximately 650 and a sample size of 150 respondents selected through stratified and simple random sampling techniques. Data were collected using a structured questionnaire and analyzed using descriptive and inferential statistics, including Pearson correlation, regression analysis, independent samples t-test, and chi-square tests. Findings revealed that instructional design models such as ADDIE, SAMR, and TPACK are applied to a high extent among teaching practice students, with ADDIE being the most frequently used. The results further showed that these models significantly influence instructional planning and delivery by improving lesson organization, enhancing alignment of objectives, promoting the effective use of ICT tools, and increasing student engagement. Additionally, a strong positive and significant relationship was found between the use of instructional design models and teacher effectiveness in ICT-integrated classrooms. However, challenges such as limited access to ICT resources, inadequate training, poor internet connectivity, and time constraints were identified as major barriers to effective implementation. The study concludes that instructional design models play a critical role in enhancing teaching effectiveness in ICT-integrated classrooms.