Estabilidad

UNIT 4 SYSTEMS APPROACH

efficient performance. In other words, the philosophical saying – “A whole is greater than the sum total of its parts” actually describes what a “system” is. According to Kaufman (1968), a system is defined as “the sum total of separate parts working independently and in interaction to achieve previously specified objectives”. This “system” view can be applied to educational and instructional processes. This is so when “education” and “instruction” are viewed as concepts with separate and yet interlocking parts which function together to achieve predetermined objectives. When “systems” is used in an applied form as is the case above, we then talk of

“systems approach”. Systems Approach (SA) can thus be defined as a systematic process of solving problems, particularly educational or instructional problems.

3.2 Systems Approach

Systems Approach is a problem-solving process in which the problem solver engages in series of steps – taking at solving a particular identified educational problem. Broadly speaking, systems approach comprises of two major parts, namely: (i) system analysis, and (ii) system synthesis.

By system analysis we are speaking of a process whereby a given problem is broken down into bits. It is at this stage that the actual problem is identified and analyzed with a view of setting goals or objectives. Technically speaking, system analysis consists of “Mission analysis, functional analysis, task analysis and consideration for methods and means” (Kaufman, 1968).

Mission analysis, on the other hand refers to the determination of the end product of the system analysis. It includes the various steps of identifying an overall “mission objective”.

Functional Analysis:

As is expected, it is closely related to mission analysis. It consists of breaking down of functions earlier identified under mission analysis with a view of grouping them into various components that would make for a functional mission profile.

Functional analysis is the attempt used to leave out impossibilities and concentrate on “possible”

options. Since functional analysis centres on “specifics” rather than “general”, it naturally leads to “task analysis”. Task analysis is concerned with the determination of the sub-skills that are required to learn an identified task. The “task” has to be analysed to make it easy to identify the best strategy that could be adopted to accomplish the objective.

The remaining system analysis step is called “method-means analysis”. This step is important in the sense that at every stage of system analysis, there is need to consider “alternatives” that are considered best in terms of speed and accuracy in the attainment of set objectives.

In system synthesis, available data from system analysis stage are utilized to select solution strategies, implementing solution strategies and the evaluation of the total system in the environment for which they were designed. The discussion on systems approach can be summarized in a model form shown in the figure 8:

Fig. 8:

SYSTEM ANALYSIS SYSTEM SYNTHESIS

Source: Kaufman, R.A: A System Approach to Education: Derivation and Definition in A-V Communication Review, Vol. 10 No. 4, Winter, 1968.

3.3 Principle of Systems Approach

There are some fundamental principles of systems approach that the presented model succinctly demonstrates.

They are: principles of wholeness, principle of systemization, principle of environment, principle of optimization, principle of variety, and principle of equifinality.

3.3.1 Principle of Wholeness

The first principle asserts ‘wholeness’ of a typical system. By this theory, it is implied that rather than placing emphasis on separate parts of a system, the entire system should be recognized as an indivisible whole of which what happens to any part automatically affects every other part.

3.3.2 Principle of Systemisation

The second principle is that which recognizes a system as a systematized process rather than dis-organized, unplanned line of thought.

The principle of systematization believes that planning based on concrete data should proceed action and that in planning, orderliness and sequence should be given adequate attention.

IDENTITY PROBLEM

ANALYSE PROBLEM

& SET GOALS

SELECT SOLUTION STRATEGY FROM

ALTERNATIVES

IMPLEMENT SOLUTION STRATEGGY

EVALUATE PERFORMANCE EFFECTIVENESS

PERFORM MISSION ANALYSIS

PERFORM FUNCTIONAL

ANALYSIS

PERFORM TASK ANALYSIS

PERFORM METHODS MEANS

ANALYSIS SELECT SOLUTION

STRATEGY FROM ALTERNATIVES

3.3.3 Principle of Environmental Compatibility

Every system operates within a given systems environment. In other words, it is only when a system is made to function in a conducive and appropriate environment that one should expect appreciable results. The idea of system environment becomes relevant when it is realized that systems vary according to point of focus. We can then talk of a system, a sub-system and supra-system. The country, Nigeria can be considered as a system made up of several sub-systems (political system, economic, educational and social system). Immediately we focus attention on any of the sub-systems for closer study or analysis, a sub-system becomes a system while other related units or parts become the sub-systems.

The major point to note is that the terms – a system and sub-systems are used relatively depending on situations surrounding the usage for what is regarded as “a system” somewhere can become a sub-systems elsewhere. What is certain is that all systems, whether sub or a system, establishes contact with their environment for sustained supply of energy, information and other input that might be deemed necessary for system survival. It is “this environment” that serves as life-wire of any system that is being referred to as the systems environment.

3.3.4 Principle of Optimization

The fourth principle of system theory is that of “optimization”. A system designed should be able to function in a full capacity to achieve predetermined objectives.

The goal of a functional system is to apply all necessary inputs that would lead to the desired output. To achieve “optimization” capacity, all the units must be seen to be functional. For example, for a school system to set its objectives, all within the school system including the gardener, kitchen staff, administrative staff, teaching staff and students need to work full strength. Half-functioning or non-functioning of any or a combination of them might not lead to a successful result.

3.3.5 Principle of Variety

The fifth principle of system theory emphasizes “variety” as an important element of a system.

Variety used here encompasses many things. Varieties of ideas, techniques, means, methods, procedures, strategies and viewpoints.

A system designer must recognize that there are always alternative means of solving a problem.

However, the designer must look for the most relevant, or in some cases, the best choice that could be systematically used to solve a given problem.

3.3.6 Principle of Equifinality

The sixth and final principle is that of “equifinality”. This theory recognizes a system or system approach as a process in which there is no beginning and no end. In other words, problem-solving is a continuous process, in fact, problem-solving of one problem could be an invitation to another problem.

4.0 CONCLUSION:

The six principles of system approach were discussed with adequate reflections on the implications of each to the teaching and learning process.

For a teacher to be effective as a teaching staff and administrator, she/he needs to apply all these principles, where need be, from time to time. Most of the problems teachers and school administrators are having come from their inability to understand the basic principles of how the system works.

5.0 SUMMARY

The main thrust of this Unit is an attempt to define a system, and systems approach. Further attempts were made to discuss the principles of systems approach. You would recall that the teacher and the school administrator need to have full grasp of the principles of system approach so as to empower them to implement relevant principles as the need arises.

6.0 TUTOR-MARKED ASSIGNMENT 1. (a) What is a system?

(b) What are the features of a system?

2. Identify the various components of a system.

3. Bring out the salient difference between instructional design and instructional development.

7.0 REFERENCES AND FURTHER READINGS

Abimbade Alade (1997) Principles and practice of Educational Technology, Ibadan, International Publishers Limited.

Ajelabi, A(2005)Essentials of Educational Technology. Lagos: Raytel Communucations Limited.

Salawu I.O and Afolabi A.O (2001) Fundamentals of Educational Technology, Oyo:K Blessing Publisher.

University of Ibadan (2003). Introduction to Educational Technology (Course Material )for the Distance Students by Balogun T.A, Centre for Distance Learning.

UNIT 5 FACTORS OF METHODS, MEDIA SELECTION, TIME AND