Fulfilling students' potential through the implementation of the home economics curriculum : an evaluative study

Abstract

Rapid societal changes in a technological society imply that students should keep on learning throughout their lives. Through an evaluative study based on Stufflebeam's CIPP Model, the researcher investigates whether the HE curriculum is empowering all the HE students to fulfil their potential through its implementation. Quantitative and qualitative research methodologies are applied. The universal sample brings forth the opinions, attitudes, and beliefs of all the HE teachers in state and non-state schools who participated in the questionnaire. The representative sample elicits data from individual and focus group interviews with teachers, students and headteachers; class observations; and documents. Although the questionnaire is analysed quantitatively to facilitate objectivity, its naturalistic aspects are integrated with the analysis of the qualitative data gathered from the representative sample. This blend of methods enhances triangulation to validate the findings. Currently not all teachers adopt appropriate pedagogical strategies and assessment techniques to effectively implement the curriculum. Hence not all students, especially low achievers, are developing their higher order thinking skills necessary for lifelong learning. The needs for updated macro and micro HE curricula are being highlighted.