From Implementation Barriers to Instructional Scaffolds: An ADDIE-Guided Learning Kit for Web-Based Programming Education

This article examines how implementation barriers identified during use of a web-based programming resource were translated into an evidence-informed instructional learning kit for resource-constrained schools. It draws on the implementation and development strand of a broader developmental study involving 105 purposively selected respondents—65 students, 30 ICT teachers, and 10 IT professionals. Structured challenge items and open-ended feedback identified interconnected technical, content-related, usability, and pedagogical problems. The parent study highlighted slow loading times (59.0%), unclear instructions (43.8%), lack of practice exercises (41.0%), and lack of teacher tools (60.0%) as prominent concerns. Guided by the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, these findings informed a learning kit comprising a comprehensive user’s manual, teacher guides, offline activities, and troubleshooting protocols. The article contributes a design pathway in which user-reported barriers become explicit scaffolds for continuity, teacher facilitation, practice, and first-line technical support. The approach is particularly relevant where connectivity and instructional resources are uneven.

ADDIE; instructional learning kit; programming education; implementation barriers; pedagogical scaffolding; resource-constrained schools

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