Research Benefits Definition of Terms
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to reach the desired learning levels?, and evaluation How will we know when the required learning has taken place?. Besides those three important elements,
Kemp also revealed eights steps of designing the materials. They were: 1 Considering goals, listing topics, and stating the general purposes for teaching
each topic About this first step, Kemp 1977 stated,
“instructional design planning started with the recognition of the broad goals of the school system or instituti
on” p. 13. The starting points were to consider the goals related to subject areas, to
select the topics according to subject preference or teaching experiences, and to state the general purposes which were more specific as the learning outcomes
from students p. 16. 2 Enumerating the important characteristics of the learners for whom the
instruction is to be designed Here, Kemp 1977 conveyed that the designer should recognize and
regard the student as an individual learner since the designer’s success would be measured from this p. 18. Realizing students as the respondents in designing the
materials, Kemp suggested that the designer should consider learning conditions referrin
g to “groups of factors that could affect a persons’ ability to concentrate, absorb, and retain information” p. 19. Then, learning styles which would help
the designer as it gave the description of an individual’ learning style. The designer would be able to diagnose how a learner accomplished particular tasks
p. 20.
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3 Specifying the learning objectives to be achieved in terms of measurable student behavioral outcomes
Kemp 1977 said that this step was difficult, but essential in designing the materials since learning was the outcome of instruction p. 23. He also stated that
objectives delivered to students were the goals that students must attained, the ideas and skills that would be included in the design, and the types of behavior
that would be expected during evaluation p. 40. Further, Kemp conveyed the three major categories of objectives, namely cognitive domain which was the
domain that the designer gave most attention to an educational program p. 24, psychomotor domain which was the domain that required the coordination of
skeletal muscles in the physical activities p. 25, and affective domain which was the domain that focused on attitudes, appreciations, values, and all emotions p.
26. 4 Listing the subject content that supports each objective
According to Kemp 1977, subject content focused on the selection and organization of the specific knowledge facts and information, skills step-by-
step procedures, conditions, and requirements, and attitudinal factors of any topic p. 44.
5 Developing pre- assessments to determine the student’s background and
presenting level of knowledge about topic In this step, Kemp 1977 stated two information of pre-assessment,
namely prerequisite testing which, “determined whether students had the
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appropriate background preparation for the topic” p. 51 and pretesting which was a pretest of the selected topic and was conducted to give the result about the
objectives that students might have attained. 6 Selecting teachinglearning activities and instructional resources that will treat
the subject content so students will accomplish the objectives Kemp 1977 revealed that the essence of this step was there was no
formula to match activities to objectives. Here, the designer should know the strengths and the weaknesses of each alternative method, since the selected
activities might not work well. Then from this, the designer could make the better methods in teaching-learning process. p. 56.
7 Coordinating such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan
Kemp 1977 said, “support services had to be considered at the same time instructional plans were being made and materials being selected” p. 85.
8 Evaluating students’ learning in terms of their accomplishment of objectives,
with a view to revising and reevaluating any phases of the plan that need improvement
According to Kemp 1977, this step required the designer to measure the learning outcomes related to the objectives. The designer could do paper-and-
pencil testing, evaluating psychomotor and affective domain, and testing with other materials, such as pictures, audio recordings, photographs, or video tape
recordings.
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Figure 2.1: Kemp’s Instructional Design Model Kemp, 1977, p. 13