The Effect of Curriculum Changes in Science Subjects on Teaching and Learning:A Case Study of Secondary Schools in Musoma Municipality

Pastory, Sumi (2016) The Effect of Curriculum Changes in Science Subjects on Teaching and Learning:A Case Study of Secondary Schools in Musoma Municipality. Masters thesis, The Open University of Tanzania.

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Abstract

This study examined the effect of secondary school curriculum changes in science subjects on teaching and learning with reference to Musoma Municipality in Mara region. Specifically, the study explored if curriculum changes require changes in teaching methods, examined if teachers have mastery of subject matter required by changes in school curriculum and assessed if curriculum change goes with availability of teaching and learning materials. A qualitative research approach was employed whereby purposive and random sampling procedures were used to select a sample of one hundred and forty participants. Semi-structured interviews, documentary review and focus group discussions were used to collect data. The findings of the study revealed that any curriculum changes should also involve changes in teaching and learning methods in order to cope with newly introduced or transformed content. Also, the study discovered that many teachers had little mastery of subject matter required by changes in school curriculum particularly to those who start to implement the changes for the first time. Moreover, the study indicated that many changes in school curriculum particularly in science subjects do not consider the availability of teaching and learning materials. The study recommended that educational practitioners and authorities should not be drawn into changes of the curriculum before investigating out the types of teaching and learning methods to be used. Also, Schools should have science subjects’ facilities like laboratories filled with all needed equipment and other related teaching and learning materials. Furthermore, Schools should have a timetable that allows for definite enough slots for science practical session participation. Further studies should examine the effects of curriculum changes in science subjects in a single subject and involve as many secondary schools and regions as possible to ascertain the entire situation.

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