Development of an ADDIE-Based Self-Learning Website: Usability Analysis and Its Impact on TLE-ICT Students’ Learning Outcomes
DOI:
https://doi.org/10.51454/jet.v7i1.777Keywords:
modular website, self-learning, technology acceptance model, website digital learningAbstract
This study focused on the design, development, and evaluation of a self-learning modular website for Grade 7 TLE-ICT students using the ADDIE instructional model. The platform was assessed in terms of usability, content quality, instructional effectiveness, and its impact on student learning outcomes. Expert validators evaluated the website based on the Learning Resource Management and Development System (LRMDS) framework, while student users assessed usability through the System Usability Scale (SUS) and the Technology Acceptance Model (TAM). A quasi-experimental design involving 30 participants, divided equally into experimental and control groups, was employed to measure learning gains using pre-test and post-test scores. The findings showed strong expert agreement regarding the platform’s pedagogical validity, technical quality, and curriculum alignment. The SUS score of 67.70 indicated acceptable usability, while TAM results revealed high perceived usefulness (M = 4.54) and ease of use (M = 4.52). Although both groups demonstrated significant learning improvements (p < .001), no significant difference was found between them (p = .621). The study concludes that the modular website effectively supports independent learning and classroom instruction in TLE-ICT education.
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Copyright (c) 2025 Marqueen N. Varga, Michael Art Napoles, John Alan D. Lee, Victor S. Rosales, Stefany Mae V. Caparida
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