The effectiveness of information and communication technology curriculum: a case of private senior secondary schools in Botswana

Abstract

This formative evaluation seeks to measure the effectiveness of Botswana ICT curriculum (Code 0417) by evaluating the content taught and the instructional strategies used to deliver the course contents. It also seeks to assess whether both academics and students felt that the course content and instructional strategies were important. This study employed both quantitative and qualitative research designs as surveys, focus groups, one-on-one interviews, classroom observations and student test annual examination grades were used to collect data. Sixty students enrolled in the course and twelve course instructors were selected randomly from a sample of three private senior secondary schools in Botswana. Descriptive statistical analyses were used to analyse the data collected. Students rated all ICT course topics, except computer networks, as less useful than did their instructors. Both students and teachers offered a number of suggestions on how this course might be improved.