Curriculum development: teacher involvement in the development and review of the junior secondary mathematics curriculum in Botswana (Study to be conducted in Southern District)

Abstract

This is a proposal of a study intending to investigate or assess the extent to which junior secondary school mathematics teachers are involved in the curriculum development and review processes of the Junior Certificate of Education (JCE) mathematics curriculum (syllabus) in the Southern district of Botswana (Kgatleng). In realizing, from experience that teachers are faced with challenges in implementing the syllabus, some of which may be attributed to the extent of the nature of teacher involvement during curriculum development, the researcher is prompted to carry out this proposed study. The study will employ a mixed method approach. The sample will consist of forty junior secondary school mathematics teachers to be drawn from 10 junior secondary schools in the region. Data will be collected through questionnaires, semi-structured interviews and document review. The collected data will then be analysed using various techniques such as statistical tables and descriptive analysis. Transcribed data will be collated for each interview question whereby similar meanings will be grouped and summarized. The analysis will focus on establishing the nature of impact teacher involvement in curriculum development appears to have on their understanding and implementation of the curriculum.