The Viability of An Authentic Learning Material in Teaching Drug Discovery and Development Course: ADDIE Model Approach

Abstract

The rapid and dynamic challenges posed by the Fourth Industrial Revolution are continuously reshaping the educational environment creating a difficult task for teachers in educating Generation Z to ensure they are currently aligned with the digital world. This design-based research aimed to develop authentic learning material integrated into the Pharmacy curriculum for teaching drug discovery and development using the ADDIE model. Prior knowledge, perception, practice, and utilization of multimedia played a significant role in analyzing the participants' needs, which were used as requirements for developing the video animation. The minimum standards of the video validation, with an acceptability rating of 4.00 for the quality of audio and visual components, were complied with before using the video during regular class instructions. Infranodus text network analysis was used to analyze the sentiments drawn from the use of multimedia that affect the student's learning experiences and teachers' teaching practices. The underlying themes generated were technology challenges, technology adoption, resistance to change, barriers to skill development, lack of focus, engagement, and interaction. Student performance in the post-test was statistically significantly higher than the pre-test (M=3.95, p=0.001) in three periodic examinations. Students' positive overall learning experience using comprehensive video for effective knowledge transfer was attributed to video quality, content relevance, engagement, production value, accuracy, length, creativity, audio quality, and accessibility. Consequently, a parallel study involving a control and experimental group of respondents is recommended to assess the difference in exposure to the learning material.