Effects of curriculum change on teaching and learning of geography in grade 12
type: CreativeWork
description: The deteriorating of educational level in the country has resulted in the need to look at the implementation of educational curricula especially newly introduced ones. The aim of this study was to investigate the effect of curriculum change on classroom practices. This was achieved by organising 129 Geography educators in King Cetshwayo District in KwaZulu-Natal Province to answer questionnaires and 5 were interviewed using semi-structure interview schedule. The Results show that the curriculum was changed to correct not only political and social injustices of the past but also to promote teaching and learning among the marginalised majority African. The approach to the formation of the new curriculum was described as a typical top-down and did not include the views of the majority. Educators expressed their dissatisfaction about their exclusion from the formulation process. Evidence suggests that educators were adequately prepared to implement the new curriculum. However, the practices in the classroom and the prescriptions of the new curriculum were not aligned. Most educators failed to uphold the learner-centred teaching approach philosophy and seemed to have limited knowledge about appropriate teaching methods towards achieving it. Much could have been achieved in the classrooms had the appropriate infrastructure and resources been provided. The study therefore recommended intensive in-service training for educators according to their needs especially in teaching strategies. Appropriate infrastructure and resources must as matter of fact be provided to especially the previous disadvantaged schools.
abstract: The deteriorating of educational level in the country has resulted in the need to look at the implementation of educational curricula especially newly introduced ones. The aim of this study was to investigate the effect of curriculum change on classroom practices. This was achieved by organising 129 Geography educators in King Cetshwayo District in KwaZulu-Natal Province to answer questionnaires and 5 were interviewed using semi-structure interview schedule. The Results show that the curriculum was changed to correct not only political and social injustices of the past but also to promote teaching and learning among the marginalised majority African. The approach to the formation of the new curriculum was described as a typical top-down and did not include the views of the majority. Educators expressed their dissatisfaction about their exclusion from the formulation process. Evidence suggests that educators were adequately prepared to implement the new curriculum. However, the practices in the classroom and the prescriptions of the new curriculum were not aligned. Most educators failed to uphold the learner-centred teaching approach philosophy and seemed to have limited knowledge about appropriate teaching methods towards achieving it. Much could have been achieved in the classrooms had the appropriate infrastructure and resources been provided. The study therefore recommended intensive in-service training for educators according to their needs especially in teaching strategies. Appropriate infrastructure and resources must as matter of fact be provided to especially the previous disadvantaged schools.
author: Ahiaku, Philip Kwashi Atiso
keywords: curriculum change, learner-centred approach, inquiry learning, curriculum implementation, geography education, effect of curriculum change
license: https://devspace.unizulu.ac.za/bitstreams/299b8591-5468-4166-ad66-197b9fb4900f/download
date published: 2020
date modified: 2026-07-24T06:17:25Z
provider: University of Zululand
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Zululand