Kemp’s Instructional Design Model
14 academic background, grade-point average, level of intelligence, reading level,
background of the subject or topic, expectation of the course, scores on standardized achievement and aptitude tests, motivation for studying the subject,
study habits, ability to work alone, vocational and cultural aspirations. Social factors include the information about age, maturity, relation among students,
special talents, socioeconomic situation and relations among students. The other factors are learning conditions and learning styles. Moreover, Kemp 1977 states
that learning conditions refer to group of factors that can affect a person’s ability to concentrate, absorb, and retain information p. 19.
3 Specifying the learning objectives Learning objectives indicate what learners are required to learn. Objectives
are any abilities or behaviors that can be measured and observed clearly. Thus, the researcher has to specify the objectives clearly so that the learners are able to
understand and achieve them. Kemp 1977 states that the objectives should be measurable and unambiguous p. 23. The researcher should consider the action
verb which is used in specifying the learning objectives since action verb relates to certain level of objectives. According to Kemp 1977, there are three
categories of objectives namely cognitive, psychomotor, and affective p. 24. The cognitive is mostly used in educational program which consists of knowledge,
comprehension, application, analysis, and evaluation. 4 Organizing subject content
Subject content is the selection and organization of the specific knowledge facts and information, skills step-by-step procedures, conditions, and
15 requirements, and attitudinal factors of any topics Kemp, 1977, p. 44. Subject
content has to support the attainment of objective and students’ needs. 5 Developing pre-assessments
The aim of developing pre-assessment is to determine the students’ background and present level of knowledge about the topic. There are two kinds
of test in pre-assessment. The first one is prerequisite testing that determines whether the students have already had background knowledge of the topic.
Whereas, the second is pretesting which is aimed to determine which objectives the students have already attained Kemp, 1977, p. 51.
6 Selecting teachinglearning activities and resources The aim of this part is selecting appropriate teachinglearning activities
and resources that will treat the subject content so students will accomplish the objectives. The researcher must determine the most effective and efficient method
and select materials to provide learning experiences that will utilize the content associated with each objective Kemp, 1977, p. 55.
7 Coordinating support services The designer should coordinate support services such as budget, personnel,
facilities, equipment, and schedules to carry out the instructional plan. Support services must be considered at the same time instructional plans are being made
and materials are being selected Kemp, 1977, p. 85. 8 Evaluating students’ learning
Evaluation is needed in terms of the accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement.
16 The evaluation is conducted to check the outcome of the materials, whether they
are successfully implemented or not Kemp, 1977, p. 91. Figure 2.1 illustrates the relationship of each step in the plan to the other steps.
Figure 2.1 Kemp’s Instructional Design Model Kemp, 1977, p. 9
Kemp’s instrument program development is considered as a system in which its components are interdependent. However, the researcher’s model still
takes the objectives as a starting point and the evaluation as the end.