EVALUATING THE IMPLEMENTATION OF THE MODULAR APPROACH IN GRADE 6 SCIENCE EDUCATION IN SRI LANKA: A PILOT STUDY

Anthoni Durage Asoka De Silva, Thisara Malshan Wijesinghe

Abstract


The Sri Lankan secondary education system is undergoing reform to meet global demands, necessitating a crucial shift in science education towards active, student-centered learning. This pilot study, conducted across 15 public schools, observed the implementation and investigated the strengths and weaknesses of the newly prepared Grade 6 science modules, the modular approach, and authentic assessment tasks. Adopting an interpretivism paradigm, data was gathered from 472 students, teachers, and principals using interviews, observations, and questionnaires. Findings indicated high student satisfaction, with students reporting the module format, content, and activities to be fun, active, and collaborative. Stakeholders praised the printed materials for their user-friendliness, the promotion of 21st-century skills, and the improved transparency of formative assessment via rubrics. However, weaknesses were identified, notably insufficient allocated time for activities, difficulty accessing English web resources, and managerial challenges related to material logistics. Crucially, the success of the reform was challenged by prevalent teacher-centered practices and insufficient teacher training, particularly on rubric usage. The study recommends prioritizing the development and systematic utilization of e-modules as a sustainable, cost-effective alternative to printed modules. To address these core teacher-related limitations, the study strongly recommends prioritizing continuous, practical professional development. It advocates that the drawbacks of the current cascade model of teacher training be overcome by leveraging online platforms to extend national expertise directly to regional training. Furthermore, the provision of online micro-credential courses is proposed as a flexible, competency-based alternative for continuous upskilling in areas like STEM/STEAM, inquiry-based learning, and formative assessment. Furthermore, continuous awareness programs are vital for educational administrators, school leaders at all levels, parents, and the general public to facilitate the transition to student-centered pedagogy and secure the successful implementation of the reform.

 

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Keywords


modular approach, science education, authentic assessment, student-centered, curriculum reform

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DOI: http://dx.doi.org/10.46827/ejes.v13i2.6529

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