WHAT CAN WE LEARN FROM THE 2010 GHANAIAN SENIOR HIGH SCHOOL CHEMISTRY CURRICULUM? AN EVALUATION USING THE CIPP MODEL

Kenneth Adu-Gyamfi, Isaiah Atewini Asaki, Joyce Delali Mawutor

Abstract


Curriculum evaluation offers educators and stakeholders the fundamental basis for making informed decisions on whether the education provided to its citizens meets its societal needs and whether there is a need for revisions or reforms. As change is an integral part of life, it is imperative that a continuous evaluation of the curriculum be conducted to provide a pathway for making decisions to meet the changes that arise. As Ghana prepares herself to replace the 2010 senior high school (SHS) curriculum, we evaluated the SHS chemistry curriculum, which had been implemented for more than a decade, using the CIPP model. The 2010 SHS chemistry curriculum was organised and structured with components such as rationale, general aims, general objectives, specific objectives, content, teaching and learning processes, and assessment processes. In a mixed methods design, 183 students and seven chemistry teachers were selected through purposive sampling procedures to respond to interviews and questionnaires. Also, observations in the form of field notes were used for data collection. Statistical tools and thematic analysis through open coding and constant comparison were used to make meanings of both quantitative and qualitative datasets. As a result, we report that the context, input, and process of implementation of the SHS chemistry needs to be revised as among teacher professional development to enrich teachers’ comprehension of the rationale, objectives, instructional process, and the suggested teaching-learning materials and activities for effective implementation of any new curriculum in the years to come.

Keywords


chemistry; curriculum evaluation; context evaluation, input evaluation, and process evaluation

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i4.6596

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