Zewdie, Marew (PhD)Areaya, Solomon2022-06-142023-11-052022-06-142023-11-052000-06http://etd.aau.edu.et/handle/123456789/32007The 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 . HoweverenEvaluation of the Implementation of Grade Eight Mathematics SyllabusThesis