The Evaluation of the Implementation of Grade Eight Mathematics Syllabus in Snnp Region: With Specific Reference to Sidama Zone
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Date
2000-06
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Addis Ababa University
Abstract
The worth of a planned curriculum is ascertained through a
thorough inquiry into its practicality and ultimate benefit.
In view of this, the purpose of this study is to evaluate the
implementati on of grade eight mathematics syllabus and to
ident i fy the outcomes as well as the problems encountered in
translating it into practice.
To this effec~, four junior
selected as sources of information
Sidama zone in SNNPR . Within these
secondary schools were
from the nine weredas of
schools all mathematics
teachers of grade eight who are twenty in number , the school
directors, and a total of 440 students were taken as actual
sources of information. Questionnaires , classroom observation,
and achievement test were the data collection instruments used
to obtain information from the sources .
The results of the study indicate that the majority of
teachers exhibited unfavourable attitudes towards the
specifications of the syllabus. There are a considerable
proportion of teachers who are assigned to teach mathematics at
grade eight without the necessary qualification. The
specifications of the syllabus are not also implemented in
full . Most of the instructional procedures observed in the
classrooms are teacher - centered . The dominantly used teaching
strategies in the class rooms are writing on the black-board
and teacher- directed explanation. Most of the mathematics class
time is used for writing and copying facts of mathematics
rather than doing mathematics.
Consequently , the impleme ntation process of the syllabus
is not effective in enabling students to have mastery of the
subject matter .Beauchamp (1968:132) ana ~'ullan \101011:b=>1 aescrlDeCl LlldL
the success of curriculum implementation is weak; that is, many
curriculums have been planned but much fewer have been
systematically implemented . Many curriculums , even t he well
planned ones, will not be effectively implemented unless equal
attention like their planning is given by planners for their
implementation . Effective implementation requires parallel
policies and procedures, to those that are addressed routinely
for development. Many excellent curriculums have had
insignificant results because their designers limited their
horizon to the development of curriculum without a serious
consideration of implementation (Pratt, 1980; Girox , 1981;
Sounders and Graham, 1983; Gene, 19 ~)-.--
In addition to this, as Gene and Carter (1995:174 - 17 5)
noted it historically , the development of curriculum received
the bulk of the resource, time , and attention. But f or
implementation to be successful, there must be a balance in the
a l location o f resource, time and attention . Deve l opment a nd
implementation must be recognized and supported in terms of
what they really require and cost.
Implementation require s recognizing and adjusting persona l
habits, ways of behaving, programme emphasis, and learning
space. Ornstein and Hunkins (1998:293)elaborated this idea
that successful implementation of curriculum results from
careful planning, and planning in turn focuses on three
factors : people, programmes, and organizations. Thus,
implementation in its very essence seeks the coming together of
people , material and programme into a cohesive organizational
unit so as to carry out a curriculum ' s stated aims . This shows
that the statement of good behavioural objectives, the
selection and organization of contents and learning experiences
alone will not bring about the desired behavioural changes in
themselves unless it is implemented using appropriat e
strategies.
The implementation of a curriculum depends on many
factors, such as people, programme, and organization . However
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Evaluation of the Implementation of Grade Eight Mathematics Syllabus