Utilization of Gagne’s Information Processing Model: Basis for Development of Instructional Materials in Teaching Teacher and the School Curriculum

Abstract

This study focused on the utilization of Gagne’s Information Processing Model to enhance instructional materials and improve teaching effectiveness in the Teacher and School Curriculum. Using a descriptive-developmental-evaluative research method, the study analyzed various instructional materials, including textbooks, workbooks, and teacher-made resources, to assess their effectiveness in promoting student learning. It also examined the strategies employed by teachers, such as formal and informal assessments, portfolio assessments, and project-based assessments, to evaluate student performance. The study further explored the medium used to reinforce students' skills, which included traditional resources and digital tools. Data analysis from pretest-posttest results revealed that students initially scored below the 75 percent mastery level. However, after the introduction of Gagne’s model, there was a significant increase in students' competency levels, with most students exceeding the 75 percent threshold. The study concluded that Gagne’s Information Processing Model played a crucial role in improving students' mastery of the subject. It recommended the broader use of Gagne’s model in educational settings and suggested further studies to explore its potential in different teaching contexts.