Original article | International Journal of Educational Researchers 2018, Vol. 9(4) 25-37
Joseph Tufuor Kwarteng, Kankam Boadu, Bernard Yaw Sekyi Acquah, Bethel Tawiah Ababio, Leticia Bosu & Magdalene Brown
pp. 25 - 37 | Manu. Number: MANU-1811-01-0002
Published online: December 22, 2018 | Number of Views: 127 | Number of Download: 475
The study examined how faithfully senior high school teachers implemented selected senior high school subject curricula. Cross sectional survey design was used in the study. Using the level of use dimension of the Concerns-Based Adoption Model (CBAM), 111 senior high school teachers were randomly selected from the pool of accounting, business management, economics, geography and social studies teachers in the Central Region. Questionnaires were administered to the respondents and retrieved within 3 weeks. Data generated were analysed using frequencies and percentages. Results showed that senior high school teachers teaching accounting, business management, economics, geography and social studies in the Region failed to use the official curriculum in teaching. Accordingly, it is recommended that Ghana Education Service should politically engage teachers to willfully accept and use the curriculum instead of strengthening instructional supervision to ensure that teachers implement the official curriculum.
Keywords: Curriculum, fidelity, implementation, level of use, senior high school
|How to Cite this Article?|
APA 6th edition
Chicago 16th edition
Ankomah, Y. A. & Kwarteng, J. T. (2010). Concerns of accounting teachers in implementing the 2007 Education Reform, International Journal for Educational Leadership, 2(2), 1-11.
Barnes, R. (2005). Moving towards technology education: Factors that facilitated teachers' implementation of a technology curriculum. Journal of Technology Education. 17, 1.
Cobbold, C. (1999). Implementation of the social studies programme in teacher training colleges in Ghana: An Evaluation. Unpublished M.Phil Thesis. University of Cape Coast.
Cobbold, C., & Ani-Boi, E. (2011). Primary school teachers’ concerns about implementing the 2007 educational reform in Ghana: A study in the Cape Coast metropolis. International Journal of Basic Education, 1(1), 122-132.
Dirksen, D. J. (2002). An evaluation of the laptop initiative for Albertson College. Caldwell, ID: Albertson College.
Elbaz, F. (1991). Teachers’ participation in curriculum development. In Lewy, A. (Ed.), International Encyclopaedia of Curriculum (pp. 365-367) Oxford: Pergamon Press.
Fullan, M. & Pomfret, A. (1977). Research on curriculum and instruction implementation. Review of education research. 47 (1), 335-397.
Hall, G. E., Dirksen, D. J., & George, A. A. (2013). Measuring implementation in schools: Levels of use. USA: Research and Development Center for Teacher Education, University of Texas at Austin.
Hopkins, D. (2011). Powerful learning: Taking educational reform to scale. Melbourne: Education Policy and Research Division (EECD).
Kwarteng, J. T. (2009). Status of accounting curriculum implementation: A concerns-based adoption model assessment in Ashanti and Central regions. Unpublished master’s thesis, Department of Arts and Social Sciences Education, University of Cape Coast, Cape Coast.
Kwarteng, J.T. (2013). The degree of fidelity of the 2007 Education Reform implementation, Journal of Arts and Humanities (JAH), 1(4), 149-154.
Nawastheen, F. M., Puteh, N. S., & Meerah, T. S. M. (2014). Teachers’ Levels of Use of the 5E Instructional Model in the Implementation of Curriculum Reforms in Sri Lanka. Research Journal of Applied Sciences, Engineering and Technology, 7(17), 3561-3570.
Ndirangu, C. M., & Nyagah, G. (2013). Teachers’ concerns when implementing innovations: strengthening secondary science education in Kenya. Teacher Education and Development in Africa, 5, 77-93.
Ndirangu, C., Nyangah, G., & Kimani, G. (2017). The level of implementation of ASEI/PDSI classroom practices in science subjects: A case of SMASSE project, Kenya. International Journal of Learning, Teaching and Educational Research, 16(5), 118-140.
Newhouse, C. P. (2015). Measuring the meaningful use of ICT in schools: A learning environments attributes approach. International Journal of Technology Enhanced Learning, 7(4), 309-325.
Onchong’a, O. B. (2013). Implementation of ASEI-PDSI approach in mathematics lessons in Nyamaiya Division, Nyamira County, Kenya. Unpublished master’s thesis, School Of Education Of Kenyatta University, Kenya.
Owusu, A. K. (2012). Fidelity approach to implementing the SHS French curriculum among selected schools in the Takoradi metropolis. Unpublished master’s thesis, Department of Arts and Social Sciences Education of the Faculty of Education, University of Cape Coast, Cape Coast.
Scheire, M. A. & Rezmoric, R.L. (1983). Measuring the degree of programme implementation. Evaluation review, 7 (5), 599-63.
Schiller, J. (2002). Interventions by school leaders in effective implementation of information and communications technology: Perceptions of Australian principals. Journal of Information Technology for Teacher Education, 11, 289–301.
Snyder, J., Bolin, F. & Zumwalt, K. (1992). Curriculum implementation. In Jackson, P.W. (Ed.), Handbook of research curriculum (pp. 402-435). New York: Macmillan.
Tunks, J., & Weller, K. (2009) Changing practice, changing minds, from arithmetical to algebraic thinking: an application of the Concerns-Based Adoption Model (CBAM) Educational Studies Math, 72, 161–183.
Wang, W. (2013). Teachers’ stages of concern and levels of use of a curriculum innovation in China: A case study. International Journal of English Language Teaching, 1(1), 22-31.
Fraenkel, J. R., & Wallen, N. E. (2000). How to design and evaluate research in education (4th ed.). New Jersey: The McGraw-Hill Companies, Inc.
December 2018All Articles