An Analysis of the Ethiopian General Secondary Schools Mathematics Curriculum: Emphasis on the Curriculum Component Development
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Date
2009-06
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Addis Ababa University
Abstract
The aim of this study was to analyze the appropriateness and adequacy of the current
curriculum. The process underwent to bring, the nature of parts, and the comparison
with national and international experiences were focal points for the research. In
pursuit of these objectives, a mixed research approach was employed with due emphasis
to qualitative approach. Data were generated from present and past curriculum
materials, pertinent official documents, and from teachers and experts of mathematics.
Coding sheets and openended
interview guide were used to gather and process data.
Percentage intercoder
agreement was then calculated to interpret the data found from
the coding sheets. Narrative analysis was carried out for some document inspections
and interviews. The study revealed that the process under taken to bring the first edition
(2001) of the syllabus and the need assessment prior to Plasma TV inauguration were
not adequately gone. There is no significant progression of the current curriculum
compared to its immediate predecessor. Compared to Sandford and ICS Mathematics
curriculum and Mathematics education, individualized and studentcentered
instruction,
intensive learning and assorted instruction and evaluation methods were lacking areas.
The harmony of learning objectives, contents, teaching methods and assessment
mechanisms is maintained in the current curriculum. However, the levels and types of
objectives and methods are not apt to permit students enrich with problem solving,
independent thinking, and skill & attitudinal change capabilities. Based on the findings,
some suggestions are forwarded.
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Keywords
Mathematics Curriculum