Integrating Coding in the ADDIE Model for Instructional Media Development for Students with Intellectual and/or Autistic Disabilities
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Abstract
The purpose of this research was twofold: firstly, to analyze the problems and learning needs of students with intellectual and/or autistic disabilities using the ADDIE model, and secondly, to integrate coding into the instructional media development for these students within the ADDIE framework. The research followed the research and development process, encompassing the ADDIE model's five steps: analysis (A), design (D), development (D), implementation (I), and evaluation (E). The target group comprised 13 teachers responsible for teaching science and technology to students with intellectual and/or autistic disabilities across four schools—Chachoeng Panyanukul School, Kalasin Panyanukul School, Kawila Anukul School, and Nakornsrithammarat Panyanukul School—selected through purposive sampling. Research instruments included lesson planning for developing instructional media and a 5-point Likert scale questionnaire. Qualitative data underwent content analysis, while quantitative data were analyzed using descriptive statistics, including Mean (x̅)and standard deviation (S.D.). The results revealed the development of four instructional media items using the ADDIE model: the shadow matching board, the life cycle of the butterfly, the parts of a plant, and the five food groups. The parts of a plant and the five food groups instructional medias were deemed appropriate at the highest levels (x̅ = 4.58, S.D. = 0.53) and (x̅ = 4.72, S.D. = 0.44), respectively. The shadow matching board and the life cycle of the butterfly were appropriate at high levels (x̅ = 4.48, S.D. = 0.56) and (x̅ = 4.44, S.D. = 0.60), respectively.
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