Effectiveness of the Chinese Modular Curriculum in Singapore Primary Schools : An Evaluation Study

Project Number
OER 52/08 ZSH

Project Duration
October 2009 - February 2014

Status
Completed

Abstract
Curriculum theoreticians favour empirically guided educational innovation through a systematic documentation and evaluation of the experimental programmes, or in what Johnson (1997) terms as PIE (i.e. Planning, Implementation, Evaluation) Model. A process or formative assessment which merely focuses on the implementation and pedagogical approaches of the modular curriculum via third party observation is a part of almost every educational innovation's reality (Carr & Harris, 1993). Generally speaking, in addition to providing empirical evidence for educators' understanding of the ongoing programmes, the findings obtained from this study also serve as a vital reference for the preparation of the prospective curriculum innovation following the current curriculum. Designed to evaluate the modular innovation of Chinese language curriculum and its implementation, this evaluative study thus plays an important role in achieving an empirical understanding of what changes have occurred since the implementation of the new curriculum, particularly in the area of teachers' understanding, belief and attitudinal change which is deemed to be fundamental to achieving the ultimate objectives in the long run. In order to provide vital reference for improving the ongoing implementation of the new curriculum and for planning future educational innovation in Singapore's Chinese language education, the study attempts to carry out a holistic evaluation of the following four areas: 1) evaluate the process of curriculum change and how the modular innovation is translated into the syllabus and textbooks 2) evaluate teachers' awareness of and attitude towards the modular curriculum, and how they conceptualise their delivery of the new curriculum and what kind of professional support they need 3) evaluate the actual delivery of the new curriculum in the CL classroom with specific focus on teachers' pedagogical approach and students' participatory responses in the various modules 4) evaluate students' products and assessment outcomes to determine the general effectiveness of the curriculum initiatives.

Research Themes
English Language & Mother Tongue Languages

Funding Source
NIE

Related Links
ReEd Vol 12: Reviewing the Chinese Curriculum

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