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Title: Single National Curriculum English 2020 Implementation Determinants: Intended and Enacted Curriculum Perspective at Primary Level in Punjab
Authors: Shahid Abbas Sherazi, Haq Nawaz
Journal: Journal of Asian Development Studies
Publisher: Centre for Research on Poverty and Attitude pvt ltd
Country: Pakistan
Year: 2024
Volume: 13
Issue: 2
Language: English
DOI: 10.62345/jads.2024.13.2.139
Keywords: Curriculum ImplementationEnacted CurriculumIntended CurriculumSNC
The current study was designed to determine the gap between the intended curriculum and enacted SNC English 2020 implementation determinants: instructional materials, teaching methods, formative assessment techniques, and professional development. The study was quantitative and descriptive based on the survey method. A self-developed questionnaire was used to collect the data from the teachers in Punjab. Five English curriculum experts ensured the content validity of questionnaires, and reliability was calculated employing Cronbach’s Alpha score of .926. A simple random sampling technique was used to collect from a sample of 268 teachers. The collected data were analyzed employing descriptive and inferential statistics. The result of the study revealed that overall, 62% of the curriculum was implemented, and a 38% gap existed. The results declared that 54% of instructional materials were in use and a 46% gap existed. The results affirmed that 59% of teaching methods were in use and 41% of the gap existed. The results showed that 62% of teachers were trained, and a 38% gap existed. The results asserted that 71% of formative assessment strategies were in use, and a 29% gap existed. Furthermore, results delineated a significant difference in locale regarding teaching methods and teachers’ professional development. Based on the study results, it was recommended that the government should provide funds for English instructional materials and English curriculum-based teacher training on using instructional materials, teaching methods, and assessment. The education department and head teachers may bind teachers to use English curriculum-based implementation guidelines.
To determine the gap between the intended and enacted Single National Curriculum (SNC) English 2020 implementation determinants, specifically focusing on instructional materials, teaching methods, formative assessment techniques, and professional development at the primary level in Punjab.
Quantitative, descriptive research using a survey method. A self-developed questionnaire (SNCEQT) with a three-point Likert-type scale was administered to 268 teachers in Punjab using simple random sampling. Content validity was ensured by five English curriculum experts, and reliability was calculated using Cronbach's Alpha (.926). Data were analyzed using descriptive and inferential statistics, including an independent t-test to compare urban and rural differences.
graph TD
A["Define Research Objectives"] --> B["Develop Questionnaire SNCEQT"];
B --> C["Administer Questionnaire to Teachers"];
C --> D["Collect Data"];
D --> E["Analyze Data using SPSS"];
E --> F["Interpret Findings"];
F --> G["Identify Gaps in Implementation"];
G --> H["Compare Urban vs. Rural Implementation"];
H --> I["Formulate Recommendations"];
I --> J["Write Conclusion and Discussion"];
The study identified significant gaps in the implementation of the SNC English curriculum across instructional materials, teaching methods, and professional development. These gaps are attributed to systemic issues like financial limitations, logistical difficulties, lack of monitoring, inadequate teacher awareness, resistance to change, and insufficient access to curriculum-focused training. While formative assessment showed a higher implementation rate, further emphasis is still needed. The findings highlight disparities in implementation between urban and rural settings, particularly concerning teaching methods and professional development.
Overall, 62% of the SNC English curriculum was implemented, with a 38% gap.
Instructional materials implementation was at 54% (46% gap).
Teaching methods implementation was at 59% (41% gap).
Teachers' professional development implementation was at 62% (38% gap).
Formative assessment strategies implementation was at 71% (29% gap).
A significant difference was found in the implementation of teaching methods and teachers' professional development between urban and rural areas.
The implementation of the SNC English curriculum at the primary level in Punjab shows a considerable gap between the intended and enacted curriculum. While formative assessment strategies are relatively well-implemented, instructional materials, teaching methods, and teachers' professional development require significant improvement. Addressing these deficiencies through enhanced resource allocation, targeted teacher training, improved monitoring, and focused implementation guidelines is crucial for the successful realization of the SNC English objectives.
- The study was conducted in Punjab, Pakistan.
- The reliability of the questionnaire was calculated using Cronbach's Alpha score of .926.
- Overall, 62% of the SNC English curriculum was implemented, with a 38% gap.
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