CHAPTER III

SYSTEMS APPROACH
TO INSTRUCTION i
 CHAPTER m

SYSTEMS APPROACH TO INSTRUCTION

HI.l INTRODUCTION
In the previous chapter the researcher has taken the review of the C.C.M.
approach and related research studies. The present research problem is related to the
development of an instructional system for Mathematics Instruction. Therefore, this
chapter is devoted to Systems Approach and theoretical framework to the
Development procedure of an instructional system. This chapter is a useful necessary
background for the present study.

ffl.2 SYSTEMS APPROACH

The systems approach is relatively a new approach helpful in managing,
controlling and improving the process and products of education.

Every one of us might have heard the story of blind men who had been
assigned the task of defining an elephant As each of them had been located at a
different part of elephant, each defined the elephant differently, still, each claimed to
have a complete understanding of the total elephant. The main point of interest in this
story for a system analyst does lie in the magnificent point of the storyteller the ability
to see the whole elephant and consequently observe the ridiculous behaviour of the
blind men. The system sire is relative to the observer and his resources for measuring
the available status of the system. The difference lies in the strategies of climbing to
the vantagepoint from which one can view the whole.

IU.2.1 MEANING OF A SYSTEM

The emergence of the principle of wholeness is fire starting point of systems
concept A very simple example of a system is "bicycle'. In bicycle various parts
works as a whole. Our digestive system, blood circulation system are also examples
of system.
 46

The word system has been defined differently by different individuals. A

meaningful beginning of system concept emerged with the work of Bertalantly (1951)
and Boulding (1956) which also provided the foundation for general system theory.

Ackoff defines a system as

“A system is the set of interrelated and interdependent elements.”1

The Webester’s dictionary defines a system as

“A regularly interacting or independent group of items forming a unified

whole.”2
“A system is an orderly arrangement of elements, which works in a particular
way; it can be a living organism or a cosmic phenomenon.”3 Robb 1973

Bertalantly 4 also tried to define system in mathematical form as:

dql/dt = fl (ql,q2-----qn)

dq2/dt = f2 (ql,q2—qn)

dqn/dt = fh (ql,q2—qn)

Where qn is a function of all q-s from ql to qn

On tiie basis of an analysis of all such definitions given by different

individuals, a system may be defined as any entity conceptual or physical, which
consists of interrelated, interacting or interdependent parte, In functional elements, it
may be regarded separately, each from the other, but it is not independent of the
environment in which it exists.

1 ACKOFF, R. L. : “Towards a Systems Concept”, Management Science, 17-11-1971, quoted in

System: A Conceptual Framework ,by Motilai Sharma, p.6.

2 GURALNUC, DAVID B. (Ed.) : Websters New World Dictionary, New Delhi: Oxford and 1BH
Publishing Company, 1972, p.760

3 SHARMA MOTILAL : “System Approach : An Inter-disciplinary Effort”, in Motilai Sharma (Ed.).

System Approach: Its application in Education, Bombay; Himalaya publishing House, 1985, p.17
 47

In short a system may be defined as a dynamic, complex, integrated whole

consisting of self-regulating pattern of interrelated & achieve the predetermined
specific objectives.

Ill 2.2 CHARACTERISTICS OF A SYSTEM

Following are the characteristics of a system :

1. A system is a general term applicable to many fields including instruction

and education.

2. System is self maintaining, self governing and self regulated structure.

3. A system is a dynamic and integrated whole. It is not simply a total of its
parts and the elements. The whole is greater than the sum of isolated parts.

4. All system has goals; the goal may have been stated explicitly at differing
degrees or they may not have been stated at all. But all systems come into existence
for achieving some goals. The dynamics of the system, the transformation of the input
into output, the processes, the functions, the operations of a system are geared towards
achieving those goals.

3. A system represents a complex but systematic organisation of interrelated

and interdependent parts of elements.

6. In a system, all the parts or elements have their representative roles which
have to be specified in relation to each other and in relation to the purposes to be
achieved by the system.

7. A system is a relative concept. A human being is a system but it can also be

studied as a subsystem of a bigger system, namely, a society. Every system, except
the largest one, has a supra system, and every system except the smallest has a
subsystem. Thus the term’s macro or micro, big or small, super or subsystem are
relative.

8. A system can be closed or open. A closed system is one, which does not
accept new information and which has become detached from interfacing with other

4 SHARMA MOTILAL: “System Approach: An Inter-disciplinary Effort”, in Motilal Sharma (Ed.).

System Approach: Its application in Education, Bombay; Himalaya publishing House, 1985, p.6
 48

systems which are dependent upon it. The open system is one, which accepts
information from its interfacing system and is capable of adapting to new
circumstances.

9. Every system should have alternative solutions, different configuration of

components and processes to achieve the desired effects.
10.Feedback and revise abilities are the characteristics of a system.
11. A11 systems have constraints. A system does not work in Vacuums. It has
an interface is surrounded by other systems* environment Some of these external
systems or their components may facilitate, while some may inhibit the processes of
the system under consideration. Even the components within given system may not be
supporting other components in all respects. There should be an explicit mention of
constraints so that a process could be worked out to overcome them.

12. Revision is also characteristic of a system. All open systems can be

revised. Hie revision could be in terms of repeating the steps, changing the sequence,
changing the component and their interrelationship etc. Evaluation and revision is an
integrated part of all system designing.

13. Purpose, process and content are three important and interdependent
aspects of a system.

III.2.3 DEFINITION OF VARIOUS COMPONENTS OF SYSTEM

Following are the definitions of the various components of a system:

1) Elements or entities: The things which reflects its substantive content.

2) Variables: Variables are conditions of the relevant properties of these

elements at given times.

3) Related variables: Variables which are within the system.

4) Parameters: Variables which are outside the system but interact with it

5) Full function variable: Variable has no finite internal consistency. It is in a

constant state of flux.
 49

6) Part function variable: It has finite interval of change and finite interval of
consistency.

7) Stop function variable: It represents die variable with finite intervals of

constant separated by instantaneous jumps.

8) Open system: System in contact with their environment, with input and
output across system boundaries.

III.2.4 SYSTEMS APPROACH CONCEPT

During the Second World War, the concept ‘Systems Approach’ came into use
in relation with complex man-machine system. In World War II teams of scientists
were commissioned to consider the problems faced by Great Britain during the first
Nazi bombings. The successes realized by these scientists, working systematically in
teams both in Great Britain and America, culminated in an enthusiastic attempt to
apply the same techniques to finding solutions to problems in non-military settings.
The approach was introduced in industry and then expanded into non-military
government, agencies. Today, scientific, systematic approach to problem solving
decision-making mid planning is widely used in the social service and educational
professions. Today, it is used in the field of education as a strategy to manage and
improve the process and products of education.

Bertalanfly defined that

“The systems approach involves a consideration of alternative solutions and of
choosing those promising optimizations at maximum efficiency and minimal cost in a
complex network of interactions.”5
Dearden says that-
"The systems approach is nothing more or less than what a competent, smart,
adequate business executive adopts in the ordinaiy conduct of his business."6
From the above definitions, clearly systems approach is a technique. Systems
approach indicates systematic thinking and step by step problem solving. The purpose
of the system approach is to get the best outcomes by using all available resources.
The system approach is concerned with identifying goals and determining and

3 VON.BERTALANFFY. L.: General Systems Theory, New York, Gorge Brariller, 1968, pp.18-19
6 JOHN DEARDEN : MIS is a Mirage in Harvard Business Review, Jan-Feb. 1972 in ""Systems
approach: An interdisciplinary Effort" by Motilal Sharma. P.36
 so

evaluating the means for accomplishing these goals. Identifying and organising the
goals and objectives requires a clear specification of the objectives of each element in
the total system in relation to terminal goals or mission of the system as a whole. It
also requires prorating the grads and the objectives, which implement each goal.

The systems approach involves monitoring progress. Once the system is

initiated and is being maintained, with feedback to direct adjustments in the operating
system. Evaluation is an integral part of the system approach. This requires checking
the amount and quality of accomplishments, checking contributions of the elements in
the process towards goal achievement and using the results of die evaluation to make
improvements and to design new system.

In brief, systems approach refers to a scientific method of problem solving,

decision making and planning.

III.2.5 STAGES IN SYSTEM APPROACH

There are three stages in system approach : 1) System analysis 2) System

design & development 3) System Evaluation.

I) SYSTEM ANALYSIS

If the present system is defective then system analysis is the very first stage in
which the present system is analysed to obtain answers to the following questions:-

What are the elements of system? How is the organisation of these elements
individually or as a whole? What are inputs, outputs, resource available and
constraints? How they interact within the system and the environment? What are the
boundaries of the environment? What are the resources available? How is the process
work? What is output?

At the end of this stage the systems specialist finds the discrepancy between
"What is?’ and what is required? This helps in specifying the problem (system) and
environment (context) and translating needs into objectives keeping in mind the
constraints, which interfere.
 SI

II) SYSTEM DESIGN AND DEVELOPMENT

In this stage attempts are made to design and develop a new system on the
basis of findings of the system analysis The main activities are as follows:

1) The environment (context) of the system is specified.

2) Objectives of the system are made clear.
3) Selection criteria are fixed for selection of approaches.
4) Selection of appropriate devices, methods, strategies, techniques and approaches
are matte.

5) A scheme of comprehensive programme for the working of the system in relation

to its parameters and stipulated objectives is formulated.

6) System is structured and designed for a try out and evaluation.

The system is implemented on a small sample, the alternative approaches are also
implemented and the best solution at maximum efficiency and minimum cost are
determined.

HI) SYSTEM EVALUATION

The system is evaluated in terms of the stipulated objectives for providing

necessary feed back. If a discrepancy still persists between objectives and outputs
they are further examined and modification is carried out to meet the requirements.
The modified system is then put to a large-scale tiy out which is followed by a
summative evaluation.

The above three major stages of the systems approach can be presented in a
schematic flow chart that includes ten steps given in Dia. in. 1 on the next page.
 52

3. CONSTRAINTS *■
SPECIFY RESOURCES

▼
1. 2. 4. 6. 7.
SPECIFY TRAN­ GENE­ •IWtfl' SYNTHE­
NEEDS SLATE RATE THE SIS
AND OR THE ALTER­ ALTER­ WORK
PROBLEM NEEDS NATIVE NATIVE OUT
IN OR SOLU­ SOLU­ DETAILS
CONTEST PROB­ TION TIONS OF OUT
WITH LEM AND AGAINST TASK TO PUT
THE INTO APPRO- SELE­ BE
ENVIR­ SPECI­ ACHES CTION CARRIED
ONMENT FIC FOR CRITE­ OUT
MEASU­ ACHIE­ RIA BY EACH
RABLE VING AND VARIABLE
OBJEC­ OBJEC­ SELECT IN THE
TIVES TIVES BEST OF SYSTEM
▲ THE AND
APPRO­ IMPLE­
ACHES MENT
FROM ONA
AVAIL­ PILOT
A ABLE SAMPLE

9. EVALU-1
FEEDBACK ATE
THE THE
DATA RESULTS
FOR NEED WHETHER'
TO 4 IT JYES.
MODIFI­ ACHIEVES
CATION PREDE­
TERMINED/
OUTPUT I

Dia. IIL1: SCHEMATIC FLOW CHART OF SYSTEMS APPROACH7

III.2.6 ADVANTAGES OF SYSTEM APPROACH
Advantages of system approach are as follows:

7 SHARMA MOTILAL: “System Approach: An Inter-disciplinary Effort”, in Motilal Sharma (Ed ).

System Approach: Its application in Education, Bombay; Himalaya publishing House, 1985, p.44
 53

1) It helps for structuring and selection of media.

2) It provides a conceptual framework on which to build plans for implementing

change in any system.

3) It helps to identify the suitability or otherwise of resource material to achieve

the specific goal.

4) It helps to assess the resource needs, their sources and facilities in relation to
quantities, time and other factors.

5) Technological advance could be used to provide integration of machines,

media and people for attaining the defined goal.

6) It permits an orderly introduction of components demonstrated to be required

for systems success in terms of outcomes.

7) Rigidity in plan of action is avoided as continuous evaluation affords desired

beneficial changes to be made.

8) System approach answers the questions who, what, whom, when, where and
how? i.e. who is going to get what? Supplied to whom? When, Where, How?

9) It helps for designing and developing of resource centres.

m.2.7 SYSTEMAPPROACH TO EDUCATION

Education is man made synthetic organism with a specific purpose. Its purpose
is, generally, integrated with and influenced by the purpose of its supra-system, the
society. It is society from which education receives its input, resources, constraints
and evaluation of adequacy. Education also has several sub-systems such as
educational guidance, administration and so on. Each of these systems has its own
objectives and each serves overall purpose, as the subsystems function, they influence
the supra-system. Education is a system in specific sense of term and therefore may
benefit from the application of systems approach.

Nature of education and the unique potential that the system approach can
bring to the treatment of complex problems and the design of educational
 54

programmes, there is no wonder if many educators turn to the systems approach in

future.

Systems approach can be used in Education as -

1) Effective planning of school programmes :

Many schools do not have systematic planning of short or long range goals of
Education. With the help of system approach one can translate broad educational
objectives into actual assignments in terms of long range goals and specific short
range objectives.

2) Increased control and co-ordination :

In system approach, effective school management techniques are used to

control the various components of the instructional process. Co-ordination among the
different parts is exercised as a result of the achievement of specific objectives at level
of operation.

3) Maximum utilization of school personnel:

There is duplication of efforts in our traditional method of teaching because

objectives are not especially identified by the school personnel. There is no proper
utilization of human energy where objectives have not been properly delineated.
Systems approach utilizes more effectively the school personnel by controlling,, co­
ordinating and evaluating continuously the activities of all the personnel.

4) More effective methods for appraising performance:

Traditionally, the method of evaluation has been more or less subjective. In

systems approach, objectives are clearly defined. All educators participate in deciding
objectives and action plan for their achievement.

5) Better training and development plan :

Systems approach is an invaluable means for improving training and

developing programmes.
 55

6) Control of quality:

The main use of systems approach in education is to improve the quality of

Education.

7) System approach can also be used in Education for following purposes:

• For study of the theories of learning and the utilization of their knowledge in
the development of instruction.

• To design remedial instruction, plan curriculum, effective improvement in his

own professional competence.

• For designing communication channels to develop school community

relationship and relationship with superior authorities.

• It helps educational planners to analyse the goal of the systems in terms of the
pattern of expenditure.

• To prepare instructional system materials.

• For developing a training course for school administrators.

• For planning and administrating programmes for non formal Education.

• In Educational technology for preparation of A. V. aids.

m.2.8 PROBLEMS IN IMPLEMENTING SYSTEMS

APPROACH IN EDUCATION
There are some problems in the implementation of systems approach. They
are-
1. Hard work : It requires continuous and hard work on the part school
personnel.
2. Needs time: It yields results after a long time but school teachers and
administrators find it difficult for waiting that much time.
3. Not a panacea: It is not a panacea for the all problems of educational
system.
4. Old ways are difficult to erase: The users of old ways oppose any new
method or approach.
 56

III.3 SYSTEMS APPROACH TO INSTRUCTION

Systems Approach to Instruction is explained briefly in the following
paragraphs.

III.3.1 MEANING OF AN INSTRUCTIONAL SYSTEM

Instructional system consists some interactive and interrelated elements
operating systematically to achieve instructional objectives. A system designed for
human instruction is an instructional system. It is broader term and not limited to
curriculum.
Smith defined the instructional system as:
“An instructional system is defined as an integrated set of methods, media,
equipment and personnel performing efficiently, the functions required to accomplish
one or more training objectives.” 8
The basic parameters involved in the instructional system may be shown
diagrammatically in Dia.III.2 as follows:

ENVIRONMENT

INPUTS PROCESS OUTPUTS

Teachers, Instructional Attainment of

students, Methods, Instructional
curriculum, Strategies, objectives
content, Approaches
Instructional
-
Materials etc.

Dia. m. 2: PARAMETERS IN AN INSTRUCTIONAL SYSTEM

Systems approach to instruction helps in understanding, controlling and

improving the structure and functioning of the system in view of effective realization
of instructional objectives. It helps in providing best possible solution to the problems
related to planning, process and products of instruction. -

8 Smith, R.G: The Design ofInstructional Systems, Alexandria, Gorge Washington University; 1966,
p.12
 57

1113.2 MEANING OF AN INSTRUCTIONAL

DEVELOPMENT SYSTEM
Development is a process of increasing sophistication in the organism's (or
system's) ability to get and use information, leading to a more effective interaction
with die environment and more fruitful products. The term "development1 includes the
planning, designing, construction and testing of the system.

‘Instructional Development System’ means application of systems approach to

the analysis and development of practical solutions to teaching and learning problems.

Instructional development is properly a team effort involving teachers,

administrators, specialists in subject curriculum technology and other areas. Yet an
individual teacher can apply instructional development principles in his daily work
and in some instances carry diem out on limited topics. In the process, he can gain
valuable experiences as well as improved learning results.

III33 STEPS IN INSTRUCTIONAL DEVELOPMENT SYSTEM

Some stages and steps of Instructional Development System are discussed

bellow.

A) STAGES AND STEPS IN INSTRUCTIONAL DEVELOPMENT

SYSTEM
An instructional system can be developed through following eight steps.

1) Define-objectives : Here the skills required to achieve outcomes are

identified.
2) Pre-Assessment: The levels and skills of the students are identified.
3) Specify Appropriate Approaches and Methods : The approaches and
methods according to the content and level of students are selected to maximize
optimum student learning.
4) Select Materials and Media : Materials and media are selected according
to instructional strategies, and learning experiences are developed. Appropriate
academic environment is also given.
5) Define and Design Personnel Roles : Here the programmer selects the
students and defines the roles of teachers and paraprofessionals involved in the
instructional system.
 58

6) Synthesize and Implement the System of Instruction : Selected

approaches, methods, media and tasks are to be integrated into systems model. The
task by each variable is defined and tryout of the instructional system is carried out on
the sample.
7) Evaluation of outcomes : Students’ achievement is measured and
examined in the light of the objectives.
8) Analyse Results and Modify the System : On the basis of feedback from
the evaluation results, the system is modified for its effectiveness.
\

All these steps should be carefully covered and followed while planning the
instructional system. The steps involved in the development of die instructional
system are depicted in Dia.III.3

Analyse Results and

Modify the System
Synthesize and Implement
the system of Instruction

Evaluation of outcomes__

Dia. IIL 3: STEPS INVOLVED IN THE DEVELOPMENT

OF INSTRUCTIONAL SYSTEM9

B) STAGES AND STEPS IN INSTRUCTIONAL DEVELOPMENT

SYSTEM

9 SHARMA, MOTILAL: ‘System Approach: An Inter-disciplinary Effort5, in Motilal Sharma (Ed.).

System Approach: Its application in Education, Bombay; Himalaya publishing House, 1985, p.81
 59

Banathy has given five stages in LD.System. The stages are shown
diagrammatically in the Dia.III.4.

Feedback
Dia.m.4: SCHEME OF ACTIVATION OF THE SYSTEMS VIEW *

1) Exploration : Hoe, the programmer has to define die requirement of a

system that should be developed. This is the first step in systems development It is
also known as conceptualizing the system.

The conceptual framework of exploration is shown in the Dia.DI.5.

ASSEMBLE A KNOWLEDGE PROJECT THE

AND INFORMATION BASED EXPECTED IMPACT
RELATED TO AND SET PRIORITIES
THE PROBLEM AREA

$
MODEL THE PROBLEM

DIA. m. 5: THE EXPLORATION STAGE11

In this stage the programmer has to do the following tasks:

10 BANATHY, BELA H., : ‘A Systems View to Educational Design and Development’ ibid, p.113
 60
i

1) To define the problem area, set the boundary, specify the entities, state their
relationships.
ii) To find out the knowledge related to problem area and prepare a base of the
problem area.

iii) To analyse ami clarify the needs or problem signals emerged from it For
this, following questions are asked : Is the problem genuine? Can it be solved by
educational means? Is it important? Is the solution workable within the limitations of
schooling?

iv) To project educational impact of attending the needs and problems, decide
priorities, select the problem or the need and decide the relationship of the problem to
its environment.

v) To state specification of the outcomes, decide the necessary requirement to

achieve the outcomes in terms of resources, cost, time, effectiveness and efficiency.

2) Model Building : Model is plan or blue print of product or solution or an

operation process. Plan makes it possible for the developer to guess about solutions
and alternatives that can be described, displayed and tested. Operation process
considers variety of alternative approaches to design and development.

Building the product or solution model: Inputs to building the product or

solution model consists what product or system should be developed for its
production. This statement may not be firm description of outcome specifications.
Such specifications will come out as the developer begins to build product or solution
model. Initially he provides as much detail about outcome expectations as needed to
discover alternative forms of product or solution. The word initial, tentative and
speculative are used to indicate open decision-making The analysis, synthesis,
evaluation and revision of strategies will enable him to get confidence of statement
about product or solution specifications. Once an initial statement of expected result is
provided though it is a tentative one, alternative models of the product or solution
should be considered, he should also give potentials and limitations of the

11 KULKARNI.S.S.,: Introduction to Educational Technology, New Delhi, Oxford and IBH

Publishing Company, 1986, p.429
 61

alternatives. The testing of potential models should answer to the following questions:
What evidence can be provided to suggest or demonstrate the effectiveness of the
various alternative models? Which model would best meet the initially stated
performance specifications? If he considers potential resources and present or
expected constraints, how feasible are the various alternative models? What should be
the expected cost of development or solution and implementation and maintenance?
Model testing is done in three ways, one is testing conceptually, another is to conduct
a computer simulation, ami lastly he can construct and test a micro-representation of
die model in a real or simulated setting. This testing is a prediction of cost
effectiveness and feasibility. The output of constructing product or solution models is
explanation of requirements and the alternative models' analysis and testing of
alternatives. It also describes die anticipated product or solution and how it will work.

Building the process model: While preparing die model of the product or
solution he should consider alternative strategies and test alternatives conceptually or
through simulation, then selects the most effective and feasible strategy. Building the
process model is to explain strategies to be used with evaluation method and activities
with an estimate of time, cost, required personnel and material resources. The
outcome of this stage is comprehensive description of the product or solution and
process.

3) Development: Here the actual working form of the product is presented.

He also studies it at the components and the whole levels. The strategies of
development are given below:

i) Collecting the information required for development.

ii) Preparing alternatives of development.
iii) Evaluating these alternatives in the light of product or solution.
iv) Writing product or system description.
v) Stating instructions for the development of the first working model.
Both design and development are complex. They cannot be separated. The
working model or prototype of the system is tested, it will be revised and this
blueprint will help him improve product or solution. Here the workability is also
 62

studied. The second form of product or solution is discussed against the stated
performance; hence it is called performance form.

4) Validation : The product or solution will be assessed as per indicators to

know the adequacy of the performance. Next findings will be analysed to know any
discrepancy between the actual and desired performance. This testing will lead to the
state of validation.

5) Implementation : He will implement or install his product or solution

using the framework of larger system had lead him to know the educational need that
the present product or solution is designed.

C) A MODEL FOR INSTRUCTIONAL DEVELOPMENT

Systems approach is not flowcharted model of the instructional development

process but it is a process itself. A flowchart explains the steps of instructional
development. Instructional development is a dynamic process. So it does not follow
any flowcharted models. Six-step systems is shown in Dia. HI.6 for instructional
development process

Dia. HL 6: STAGES OF INSTRUCTIONAL DEVELOPMENT SYSTEM u

Instructional development need not follow only these six steps. These are only
example to follow the steps systematically.

The six steps are discussed below:

13 A RAZIK, TAHER AND J.ELSEE LESTER : ‘Systems Approach to Theory in Education : Its
Application to Instructional Development’, in MotOal Sharma (Ed.) Systems Approach; Its application
in Education, Bombay; Himalaya Publishing House, 1985, p.261
 63

1) Goal Determination : The goal or purpose of intended instructional

development process should be determined. This function is flowcharted as shown in
Dig. III.7

IDENTIFY ASSUMPTIONS WRITE GOAL

POPULATION —► OF LEARNER STATEMENT!
NEEDS
REVISE GOAI
GOAL TO A
DECISION
MAKERS -
YES
YES T NO _____________
[a] ◄-----------<^PALACCEPTE^>--------- ► <gOALREVISABIj£>

J NO

Dia m .7: GOAL DETERMINATION13

2) Task Analysis : The goals or purposes should be delineated The goals

should be divided into general objectives. The general objectives are to be spelt out
into, terminal performance objectives (TPOs) and enabling objectives (EOs). TPOs are
desired behavioural outcomes of students after using instructional system. EOs are
intermediate behavioural outcomes of terminal performance objectives. The TPOs and
EOs are stated in measurable performance terms and these objectives are put in a
logical sequence. For this, performance measures of each objective are to be
constructed. The operations normally represented in task analysis that is shown in Dia
m.8.

13 ibid, p.261
 64

Dia ID. 8: OPERATION IN TASK ANALYSIS14

3) Task Prescription : After the task analysis, the conditions for learning of
TPOs and EOs must be provided, type of learning must be identified and ideal
condition for achieving each objective is to be decided. This is veiy important aspect
of ID. that needs a good knowledge of psychology of learning and educational
technology. Then alternate strategies suiting these conditions are determined and
human and non-human constraints and cost effectiveness should be judged. This is
shown in Dia.III.9 on the next page.

(Next page)

14 ibid. p. 262
 65

Dia. m. 9 : TASK PRESCRIPTION,s

4) Implementation: The programmer has to consider of strategies appropriate

for die learner in his learning conditions.
,
In this phase, I.D. is provided with necessary
j

hardware and software appropriate to the conditions given in task prescription's stage.
i <

This phase is depicted in Dia.III.10 below.

15 ibid. p. 263
 66

NO yrff EANS FOR \ YES OBTAIN OBTAIN

■- .-..■( PRESENTATIONV- EXTANT HARDWARE
navailable? / INSTRU­
CTIONAL 1
MATERIALS
ARRANGE
MATERIALS
YES AND ACTIVITIES

Q> DEVELOP
SPECIFICATIONS
-^/materials \
Unavailable?/

NO
FOR MATERIALS
__ t____
TTO
VPS
0
"MATERIALS BE PRODUCED? PRODUCE MATERIALS

Dia. m.10: IMPLEMENTATION16

j 5) Evaluation : On the basis of criteria of task analysis the outcomes of IS.
are evaluated to know the degree of results achieved. The data generated for
summative and formative evaluation are collected, analysed and compared to the
requirements.

6) Revision and modification : After evaluation, if the performance

requirement is not met then it is once again revised. It is self correcting process of
increasing efficiency to get outcomes being obtained. The revision function is very
important in the modification for ultimate success of developmental effort This
function is flowcharted in Dia. DI.11

select
TRYOUT
SAMPLE

EVISION ANALYZE DATA

ECESSARY

NO
YES j FULLY IMPLEMENT ANALYZE DATA

REVISE -g NO ^^SysteRx..YES OPERATE

n^ALI SYSTEM
I END)

Dia. m.11: EVALUATION /REVISION17

16 ibid, p.264
 67

III.4 DEVELOPMENT PROCEDURE OF

AN INSTRUCTIONAL SYSTEM
After studying theoretical information and models used in system approach, it
is felt necessary to develop suitable developmental procedure for the present study.

IIL4.1 STAGES AND FUNCTIONS IN THE DEVELOPMENT OF

PROPOSED INSTRUCTIONAL SYSTEM
Stages and functions in die development of a proposed instructional
system involve four major stages. They are as follows:
a) Defining Stage: Action that helps in defining die problem and arranges
means to solve the problem.

b) Developing Stage: Here the actions are taken to analyse and develop
solutions to problem.

c) Evaluating Stage: Solutions are evaluated here.

d) Revising Stage: Actions are revised by feedback for refinement.

Stages of instructional system are shown in the following diagram.

DEFINE . ... * DEVELOP ------► EVALUATE

!*
J_L, I
i i

«...................... REVISE ,

Dia. IIL12: A BASIC INSTRUCTIONAL SYSTEMS DESIGN MODEL18

The four basic stages are further schematically depicted in diagram m.13 on
the next page.

17 ibid. p. 265
18 GAYA T.K.,: “Instructional System and its Design” Journal ofIndian Education, New Delhi:
Volume XTV Number-1, May,1988. p.13
 68

__________________________ DEFINE +_________________________

i
l I--------------------- 1
Identify Problem Analyse Setting Organise Management

-» DEVELOP

I I i

-------------------------------------►
i
EVALUATE <-------------------------------------
i
i i ;

U---------------------------------------
i
FEED-BACK/RECYCLE--------------------------------------^

Dia. III. 13: A SCHEMATIC MODEL FOR DEV. OF PROPOSED INST. SYSTEM

The above diagram is explained below:

KII.4.1.1 DEFINE STAGE OF DEVELOPMENT

Defining is the first stage of the development of instructional system. At this

stage the system developer has to conceptualize the existing system and the ""problem
universe" The outcome of this stage is a tentative and crude designing of the system.
This stage includes three main functions.

Function 1: Identify Problem: This is the first function, where the developer
identifies the task or the problem. Here he searches problem area. Information and
knowledge are collected and solution decisions are taken. He also analyses the needs
 69

and the significance of its solutions. Expected impact is projected. The status-quo is
compared with the ideal situation. Then problem or task is stated. The function can be
shown as in the Dia. III. 14

START

DEFINE AND INVESTIGATE ANALYSE THE EMERGED

—
A PROBLEM AREA NEEDS

I 1
ASSEMBLE A KNOWLEDGE PROJECT THE
AND INFORMATION BASED EXPECTED IMPACT «—►
RELATED TO AND SET PRIORITIES
THE PROBLEM AREA

STATE THE PROBLEM OR TASK

Dia. 111.14 : SCHEMATIC DIAGRAM FOR THE

FUNCTION : IDENTIFYING THE PROBLEM

The activities shown in the diagram are not straight linear but interactive.

Function 2: Analyse Setting: Here the present setting is analysed. Human and
non-human factors of the system are defined. It is necessary to plan strategies for the
changes that are needed. Human factor analysis is to determine the characteristics of
the learner with the help of inventory, school records, community resources and
survey tests. The personnel involved in the system are also studied. Analysis of
classroom situations, methods, materials, media, facilities, resources and constraints
are non-human factors of the study. Resources include time, money and capabilities of
the personnel in it. Specific communication problems are also defined. The sub-step
in it is identification and characterizing of teaching-learning task. Type of learning
acquisitions of a particular learning task is specified. This is very important to select
and organise content and learning experiences. Here decisions about planning and
designing the new system are taken. This function is shown in the Dia.III 15 on the
next page.
 70

DECISIONS ABOUT PLANNING

Dia. m.151 SCHEMATIC DIAGRAM FOR

THE FUNCTION: ANALYSIS OF SETTING

Function 3 : Organise Management : Teachers, administrators, artists,

specialists help the developer in developing die system. Such persons and their roles
are stated. Time lines are also set for the process. Each person is entrusted the task
and team responsibility is established. Planning project and control procedures are
decided. All the alternatives are considered. The function is displayed in Dia.m.16

-------------------- ORGANISATION AND MANAGEMENT '

ROLE DECISIONS OF THE

i J_ _
DECISION ABOUT
PERSONNEL IN THE TEAM NON-HUMAN FACTORS
1 t

DECISIONS REGARDING STRATEGIES

J
DETERMINATION OF PROJECT PLANNING AND CONTROL PROCEDUR^

Dia. HL16: SYSTEMATIC DIAGRAM FOR THE

FUNCTION: ORGANISATION & MANAGEMENT
 71

HL4.1.2 DEVELOP STAGE OF THE DEVELOPMENT

Here the developer develops the system. The result of this stage is a prototype
- first working form- of the system. There are three main functions in this stage.

Function 4: Identify objectives: Careful measurable objectives are must or

searching solutions of learner’s needs. Here general objectives are set and they are
spelt out into terminal performance objectives (TPOs) and enabling objectives (Eos).
TPOs are expected behavioural changes of the learners after completing learning
activities of the instructional system. EOs are intermediate behavioural outcomes that
lead to a specific TPO. The TPOs and EOs should be measurable performance terms.
The objectives must be operationally defined, internally consistent and
comprehensive. The system developer has to develop a criterion test for testing
terminal proficiency of the students. The function is depicted in Dia. III. 17

Dia. IIL17: SCHEMATIC REPRESENTATION OF

THE FUNCTION s IDENTIFY OBJECTIVES

Function 5 : Specify Methods : Here die conditions for learning TPOs and
EOs must be established. The type of learning expected by each objective is
identified. The ideal condition for achieving objectives is also determined. It requires
 72

knowledge of psychology of learning and educational technology. After determining

the conditions or strategies related to human and non-human factors cost effectiveness
must be investigated. This is shown in the Dia.III.18.

Dia. m.18: FLOW CHART OF THE OPERATIONS

IN THE FUNCTION: SPECIFY METHODS

Here strategies, methods, materials for the learner are considered. He also
considers about available resources, personnel, equipments and facilities. In this stage
the developer first thinks about media and advantages and disadvantages of it.
Available materials are reviewed and examined. If suitable material and media are not
available then he has to prepare a package in the form. It is discussed in Dia.III.19 on
the next page.
 73

no mEANSFOR YES OBTAIN OBTAIN

r-f PI
PRESENTATION -► EXTANT HARDWARE

X! VAILABLEf INSTRU­
CTIONAL
MATERIALS
7 ARRANGE
MATERIALS,
MEDIA AND

INSTRUC­
TIONAL
DEVELOP
SPECIFICATIONS
X7
MATERIALS
VAILABLE
ACTIVITIES

ALTERNATIVES FOR MATERIALS

NO
J----------------------
MATERIALS YES „

< BE PRODUCED?*
PRODUCE
* MATERIALS
DECIDE LESSONS' DESIGNS

Dia.m.19: FLOW CHART OF MATERIAL REQUIREMENT

IN THE FUNCTION: SPECIFY METHODS

Function 6 : Construct Prototype : The developer prepares prototype

according to the objectives, methods ami available resources. For this, he should
consider various instructional approaches. Actual package unit of instruction is
prepared by team of software production-programmer-graphic artists, photographers,
evaluation specialists. The revisions are also done. Comprehensive description of
instructional design specification is important step in the function.

Designers or experts evaluate the design, technical review is done and

procedures are defined. For new prototype the materials, media, methods, lesson
organizations, strategies are prepared Prototype tryout procedures are specified He
also organises and sets conditions. The function is diagrammed in the Dia.IH.20 on
the next page.
 74

Dia. m. 20: SCHEMATIC DIAGRAM OF THE

FUNCTION; CONSTRUCT PROTOTYPE

m.4.1.3 EVALUATE STAGE OF THE DEVELOPMENT

After taking tryout studies, data are analysed and the effectiveness of the
system is tested. It includes three functions.

Function 7 : Test Prototype : Small tryout is taken on representative small

group, the results are evaluated. Working and non-working part of the system is
decided and revision is made before large-scale tryout of the system. This function is
explained in the diagram III.21.

Dia. m. 21: SCHEMATIC DIAGRAM OF THE FUNCTION: TEST PROTOTYPE

 75

Function 8; Implement system: Implementation is full tryout of the new system. It

is using revised and validated instructional system for full operation. That is used for the
sample under the present study. This is shown in Dia.III.22

Dia. IIL 22: SCHEMATIC DIAGRAM OF

THE FUNCTION IMPLEMENT SYSTEM
Function 9 : Analyse data : The data is analysed to know learners enabling
achievements, terminal achievement, process utility, etc. The relationship among the
results and methods, objectives, materials, media are determined. The analysis is
useful for an overall evaluation and assessment of instructional system.

On the basis of the results of full-scale tryout of the system, programmer null
decide whether the system is useful for regular use in the schools. Even revision, re­
testing, feedback can be taken up to his satisfaction.

III.5 CONCLUDING REMARKS

The technique of system approach to instruction is the most scientific way to
solve the problems in instruction. It can be modified and improved in light of the
evaluation of the outputs and outcomes in relation to inputs, processes, environment
and objectives. The procedure explained in the above paragraphs is followed by the
investigator in his present study to develop instructional system in history content
related to ten core elements. The detailed description of the development and the
research procedure is elaborated in the next chapter.