Employing the Addie Instructional Model to Design A Teaching Module for TVET Teacher in Automobile: A Systematic Literature Review

The importance of an appropriate model for the effective design of teaching modules for TVET teachers cannot be overemphasized as functional modules facilitate adequate learning outcomes. This study examined the effectiveness of the teaching module for the TVET teacher in automobile technology for the TVET program in Nigeria. The ADDIE model consisting of five phases: Analysis, Design, Development, Implementation and Evaluation was adopted for the study. The goal of this study is to systematically review the teaching module specifically designed for TVET teachers in automobile technology for the TVET programme in Nigeria. The review process included developing inclusion and exclusion criteria as well as methods for identifying, examining, and determining eligibility. Google Scholar and Scopus platform were the journal databases utilized for the survey approach applied in this study. These findings are based on previous studies, which showed that the ADDIE instructional design model effectively addresses instructional needs, provides feedback, and integrates best practices in online information literacy courses. Also, the Product-Based Learning Approach was used to develop an entrepreneurship module, suggesting that lecturers can use this model to support teaching and learning processes.