Title:
EFFECTS OF ADDIE INSTRUCTIONAL MODEL ON BASIC SCIENCE STUDENTS’ ACHIEVEMENT AND RETENTION IN JUNIOR SECONDARY SCHOOLS IN DELTA NORTH SENATORIAL DISTRICT

Authors:
IBOBO EVELYN, and Dr. J. I Iroriteraye-Adjekpovu

Abstract:
This study investigated the effect of ADDIE instructional model on students’ achievement and retention on Basic Science students’ achievement and retention in Junior Secondary School in Delta North senatorial district. To achieve the main purpose of the stud, six research questions and their corresponding hypotheses were raised and formulated to guide the study. The study adopted pre-test, post-test and non-randomized group planned variation quasi-experimental design. And two hundred and thirty (230) JSS1I students (98 males and 132 females) constituted the sample of the study using a multi-stage simple random sampling technique. The instrument that used for this study is the Basic Science Achievement Test (BSAT). This instrument was properly validated and reliability were determined before usage. To determine the reliability of the instrument, the data collected were analyzed with Kruder Richardson statistics and it yielded an r value of 0.70. At the end of the treatment, the data collected were analyzed. The research questions were answered using descriptive statistics of mean and standard deviation, and the hypotheses were tested with, independent sample t-test, and analysis of Covariance statistics at 0.05 alpha level of significance. The findings of the study includes: (i) there was a significant difference in the mean achievement in Basic Science students taught with ADDIE instructional design model and Lecture method in Delta North Senatorial District, (ii) there was a significant difference in the mean achievement of male and female students taught with ADDIE instructional design model., (iii) there was a significant interaction effects between methods and sex on achievement of Basic science students taught with ADDIE Instructional design model and lecture method. Based on the findings of the study it was concluded that the use of ADDIE instructional design model is superior to Lecture method in improving students’ achievement in Basic Science and recommended that Higher institutions with teacher Education programme should review their curriculum to include ADDIE instructional design model in their curriculum to enable pre-service teachers acquire the knowledge of its usage.

Keywords:
ADDIE, instructional design model, Achievement and Retention

DOI:
https://doi.org/10.37500/IJESSR.2026.9410

Date of Publication: 31-07-2026