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THE CONCEPT OF SYSTEMS APPROACH TO INSTRUCTION

Agenda

Definition of Systems Approach

System Approach to Instruction
System Approach Models
Importance of System Approach to Instruction

Definition of Systems Approach

The systems approach is a methodology grounded in the systematic analysis of a system and its
fundamental elements. It aims to comprehend, forecast, and manage the functioning of a system
within a specific context, with the goal of efficiently attaining predetermined instructional
objectives (Mangal & Mangal, 2009). It can also be termed as a systematic problem-solving
process utilized for identifying and resolving significant educational issues broadly, with a
specific focus on mediated curriculum design.

The systems approach is distinguished by the identification of goals, assessment of needs,

analysis of tasks, formulation of precise objectives, choice of suitable and dependable learning
strategies, provision of immediate feedback or reinforcement for correct responses, ongoing
evaluation, and periodic revisiting (Adegbija 2006; Mangal & Mangal, 2009).

Systems Approach to Instruction

In 1993, Thompson, Simonson, and Hargrave viewed the systems approach to instruction as a
sequential set of steps that directs an instructional designer in the development of learning
activities. Instructional design is a proven methodology for crafting systematic, step-by-step
instructional presentations. It has evolved into the established standard for designing and
producing educational materials, both in traditional textbooks and computer-based learning
resources.

Educators define the system approach as a method that seeks to discover the most efficient and
economically viable ways to scientifically address educational challenges. This approach
establishes a framework encompassing all factors influencing the resolution of educational
problems or the attainment of objectives. The system approach is a logical problem-solving
approach for analyzing the educational process and enhancing its effectiveness.

According to Ajelabi (2005), the main areas of application of systems approach are planning,
implementation and evaluation. These are present in instructional design models.

Planning- Planning involves the selection and analysis of the subject matter, content,
instructional goals and specific objectives. It also examines the learners’ need and characteristics.
It is also concerned with means of assessing the achievement of stated objectives. This stage also
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involves selecting instructional strategies, learning resources, and the arrangement of the
learning environment in readiness for implementation.

Implementation- This stage can be seen as the development stage in which solutions to the
instructional problems are identified, learning materials presented to learners, learners; guidance
is provided, learner’s performance is elicited, immediate knowledge is evaluated, performance is
assessed, etc.

Evaluation- This stage employs the appraisal technique to determine the extent to the
corrections can be effected based on the feedback in the process. Summative evaluation is
employed in the final assessment of the overall performance of the learners.

System Approach Models

1. ADDIE Model: The Addie model is an instructional design methodology used to help
organize and streamline the production of your course content. Developed in the 1970’s,
ADDIE is still the most commonly used model for instructional design. Why? – It’s
simple and effective!

Figure 1: The ADDIE model of instructional design

A- Analysis

D- Design

D- Development

I- Implementation

E- Evaluate
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ANALYSIS: During the analysis stage, the examination of learners' traits and
requirements, the tasks earmarked for learning, and the identification of instructional
objectives take place. The analysis stage functions as input for the subsequent design
stage.

Here are some questions to think about during the analysis phase:

● Who your learners are

● What are the overall goals you are trying to achieve
● What are the overall knowledge, skills, attitudes, and behaviors that need to be
taught
● What is the amount and level of necessary content
● What resources are required and available

DESIGN: The design stage involves the selection of content, sequence, and strategies to
align with defined learning objectives (Januszewski & Molenda, 2008). Designers
evaluate training needs through a needs analysis, convert these needs into training
programs, choose appropriate media, and create course materials. This phase is
characterized by creativity, challenges, and practical considerations. A critical decision in
this stage is choosing an overarching framework for the lesson or instructional units,
setting the groundwork for the subsequent development stage.

Here are some questions that should be answered during the design phase:

● How will the content and activities be sequenced, presented and reinforced
● What are the objectives of each session/unit
● What skills or outcomes are you hoping to achieve for each
● What methodology will you use to achieve each objective
● What media/resources will be used in the instruction
● How will you assess the students’ understanding of the material

DEVELOPMENT: Whatever has been decided in the analysis and design stages is used
to develop the learning material in the development stage. It also involves the
development of the assessment materials for the lesson. This phase may involve the
integration of technology and related testing.

During the development phase, these questions should be answered:

● How do I create a lesson plan

● How should the content be organized
● What instructor and student activities should be included
● How do I provide practice for students
● What media should I use when teaching
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IMPLEMENTATION: The implementation phase involves putting in use the

instructional material that has been developed at the development phase. In this phase,
the learning materials are delivered to the learners.

These questions should be answered when carrying out the implementation phase:

● How do I motivate students

● How do I introduce the lesson
● What kinds of questions are best to use
● How do I use PowerPoint slides or other presentation media
● How do I summarize and review each lesson or presentation
● How do I use my time wisely during the lesson

EVALUATION: Though this may seem like the last stage of this model, it occurs
throughout all other stages. It involves ascertaining if there are errors in the system. There
are two types of evaluation; formative and summative evaluation. Formative evaluation
happens along the system. It is the stage-by-stage assessment of all parts of the system to
detect errors and suggest corrections. The summative evaluation assesses the
effectiveness of the implementation to find out if the stated objectives have been met.

To view a video on ADDIE MODEL, click the link.

2. ASSURE MODEL

A- Analyze learners’ characteristics

S- State objectives

S- Select method, media, and materials

U- Utilize media and materials

R- Require learners’ participation

E- Evaluation and revise

For further learning, click on the link to view a Youtube video on ASSURE model
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3. Dick and Carey Model

The Dick and Carey model includes the following processes

Stage 1: Identify the instructional Goals

Stage 2: Conduct instructional analysis

Stage 3: Identify entry behaviour and learners; characteristics

Stage 4: Write performance objectives

Stage 5: Develop criterion-referenced test items

Stage 6: Develop instructional strategies

Stage 7: Develop and select instructional materials

Stage 8: Develop and conduct formative evaluation

Stage 9: Develop and conduct summative evaluation

Click on the link to watch a video on the above model

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The Dick and Carey system approach model for designing instruction
Source: Dick et al. (2005).

Importance of System Approach to Instruction

The system approach to instruction is important for several reasons, as it offers a structured and
comprehensive framework for designing, developing, implementing, and evaluating instructional
programs. Here are some key reasons highlighting the importance of the system approach to
instruction:
● Holistic Understanding of Learning:
Importance: The system approach recognizes that learning is a complex process
influenced by various factors, including learner characteristics, tasks, and the learning
environment.
Implication: By considering these interconnected elements, instructional designers can
create more holistic and targeted learning experiences that address the diverse needs of
learners.
● Efficiency in Design and Development:
Importance: The system approach provides a systematic and organized way to approach
instructional design.
Implication: This efficiency ensures that resources are used effectively, and the
instructional design process is streamlined, leading to the creation of well-structured and
purposeful learning materials.
● Goal-Oriented Instruction:
Importance: Clear instructional objectives are essential for effective teaching and
learning.
Implication: The system approach ensures that instructional objectives are identified and
aligned with the overall goals, helping to keep the instructional design focused and
purposeful.
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● Adaptability to Change:
Importance: Educational environments and technologies evolve over time.
Implication: A system approach allows for ongoing evaluation and adaptation, enabling
instructional designers to respond to changes in educational needs, emerging
technologies, and shifts in learner preferences.
● Continuous Improvement:
Importance: Learning from both successes and failures is crucial for refining instructional
practices
Implication: The system approach incorporates regular feedback loops, promoting
continuous improvement in instructional materials and methods based on ongoing
evaluation and stakeholder input.
● Effective Resource Utilization:
Importance: Educational resources, including time, personnel, and technology, are often
limited.
Implication: A system approach helps optimize resource use by focusing on essential
elements, avoiding redundancy, and ensuring that the instructional design aligns with the
available resources.
● Stakeholder Involvement and Collaboration:
Importance: Involving stakeholders, including learners, instructors, and administrators, is
critical for successful instructional design.
Implication: The system approach encourages collaboration and communication among
stakeholders throughout the design process, ensuring that diverse perspectives are
considered and incorporated into the instructional program.
● Reduced Ambiguity:
Importance: Ambiguity and uncertainty can hinder effective instructional design.
Implication: The system approach provides a structured framework, reducing ambiguity
and helping instructional designers to systematically address each phase of the design
process.

In conclusion, the system approach to instruction is important because it offers a structured,

goal-oriented, and adaptable framework that supports efficient design, continuous improvement,
and collaboration among stakeholders. It ensures that instructional programs are purposeful,
effective, and responsive to the dynamic nature of educational contexts.