Page 29 - JICE Volume 7 Isssue 1 2018

Classroom PraCtiCe and the Quality of teaChing: Where a nation is going?
Figure 2. Curriculum Implementation Practices: Offloading, Adapting and Innovating (in percentage)

100 89.3
90
80
70
60
50
40
30
20 10
10 0.7
0
Offload Adapt Innovate

Figure 3. Levels of Curriculum Implementation Practice by Types of Curriculum Implementation
Practices
100% 0 0 0 0 0
18.4
80% 28.6

60%
100
40% 80.8
71.4
20%

0% 0.8 0
Offload Aggregate Adapt Aggregate Innovate Aggregate
Unsatisfactory Basic Proficient Distinguished

prerequisite concept. The teachers were familiar with the discipline but did not help the students to
see the conceptual relationships of the various topics within the subject area. For the dimension of
Inter-Disciplinary relationship of the curriculum, 100% of the teachers were at the “Unsatisfactory”
level. The teachers did not help students to see how one topic could be connected to other subjects.
Table 1 also shows only about 5.7% (CI 1.8% -12.4%) of the teachers were at the “Basic” level for
the dimension Real-World Connections which means that they had attempted to connect the lesson
topic and activities to students’ experiences and contemporary external situations.

Journal of International and Comparative Education, 2018, Volume 7, Issue 1 25