HAWASSA UNIVERSITY COLLEGE OF EDUCATION

SCHOOL OF TEACHER EDUCATION

RESEARCH PROPOSAL FOR MA CURRICULUM AND INSTRUCTION

Research proposal title: An evaluation of grade seven general science

syllabus.

Name of student ID No
Teshale Duressa Borsamo GPCUINR/0014/15

Name of Advisor: Demekash A

Submission Date 28/2/2016 E.C
1.1. Back Ground of the Study

Education is a relation to the commitment by society to have a desirable type of individual and
the expected values. Thus, children may have some expected characteristics, attitudes,
knowledge and skills that society would like to see. Moore(2010).

Countries consider curriculum reform as an important and necessary measure to make schools
enter the 21st century and respond to a fast-changing world. In recent years, many countries have
engaged in curriculum reform as a way to equip children with the knowledge, skills and
competences needed for tomorrow of which Ethiopia is a part.

In the past, very many studies were conducted on various issues of the system of education
including its curriculum. Lots of changes have been introduced on the basis of the outcomes
recommendations of the studies and changes in political governance and policies. One of the
changes introduced is the existing curriculum which is based on the Education and Training
Policy of 1994. This curriculum which came into force in 2010 underlined the need to address
the major drawbacks in education including lack of relevance of contents, prevalence of difficult
and overloaded contents in text books, absence of interactive learner-centered methodologies,
and proper implementation of continuous assessment. It also highlighted the importance of
taking measures that would improve better access, quality, relevance, equity, and efficiency.
Due to this, the current Ethiopia’s road map was established, the purpose of the middle level
school is enabling learners acquire knowledge, attitudes and skills useful for life and continuing
education in secondary schools(GECF, December, 2020).

The process of changing the old curriculum has been taking in KG up to higher education
institutions of Ethiopia. Following this change the General Science curriculum has been
developed to replace the existing specific science disciplines, for Grades 7 and 8, in order to
align the science contents and presentation with the developmental stage and understanding level
of the learners. With regards, this period old syllabus (biology, chemistry and physic) syllabus
changed into general science syllabus with integration orientation.

This syllabus, starting from grade seven, as its major purpose is helping students develop
knowledge, attitudes and skills useful for life and training to join the world of work upon
reaching appropriate working age. Besides, it also makes them ready for meeting the challenges
of learning and developing technical and entrepreneurial skills in secondary schools. It is also
expected that they should develop reliable skills for using this knowledge to solve problems
independently have been designed are being put into implementation.

Integrated curriculums promote greater interrelation and cross fertilization of concepts between
subjects. Teaching, therefore, centered on themes or issues that crossed subject boundaries
(Jenkins, 1975). Integrated curriculum demands a particular style of teaching. Therefore,
selection of the appropriate instructional strategies is very important for the achievement of
desired learning objectives and addressing need of students underlying the integrated curriculum.
Therefore, newly developed curriculum must implemented as suggested in the guidelines

To achieve the objectives, which are mention above, the designed syllabus, must implemented
effectively.

1.2 Statement of the Problem

As mention in the background part, new curricula are substituting the then syllabus after the new
national road map was developed in our country. The general science curriculums are considered
to be the road map for the attainment of the national aims and goals. Its major purpose is
enabling learners acquire knowledge, attitudes and skills useful for life and continuing education
in secondary schools(GECF, December, 2020). Besides general science curriculum has been
developed to replace the existing specific science disciplines, in order to align the science
contents. Grade seven general science is the one of the general science curriculum ( ). To
achieve the above mentioned aims and goals, grade seven general science syllabus must be
implemented effectively to support students growth of knowledge and academic preparedness for
the next grade levels so it is the base of natural science in which students can lean in secondary
school level. However, the schools at which the syllabus is implemented have been criticized for
the existing gap in practices is that teachers are not implementing the curriculum faithfully. For
this purpose the implementation of the grade seven general science syllabus needs to be
evaluated to determine its effectiveness in achieving the desired learning outcomes and
addressing the needs of students. In order to achieve this purpose the following basic questions
will be formulated

1. How well is the grade seven general science syllabus being implemented in schools?
2. To what extent does the grade seven general science syllabus facilitate students
understanding?
3. What are the main challenges faced by teachers in implementing grade seven general
Science syllabus?
4. How engage and interested are students in the grade seven general Science Syllabus?
Objectives of the study

As it has been discussed in the background section, evaluating the implementation of grade
seven general science is effectively or not. More specifically, the study will try:

1. To assess the extent to which the grade seven general science syllabus is being
implemented in schools.
2. To evaluate the effectiveness of the grade seven general science syllabus in promoting
students understanding.
3. To identify any challenges faced by teachers in implementing the grade seven general
science syllabus.
4. To determine the level of student engagement and interest in the grade seven general
science syllabus.
Significance of the study

Scope
The study may be limited by factors such as time constraints, access to participants, and
potential biases in self-reported data. These limitations will be acknowledged and addressed in
the interpretation of the findings.

Delimitation of study

Operational Definitions of Terms

Syllabus: National curriculum elements document which specifically indicates the outline
description of grade 7 general science subjects.
Syllabus Implementation: - It is the process of putting the design and specifications of the
syllabus in to practice in the classroom.
Evaluation: - It is a process of carefully collecting and treating data of what the
curriculum/syllabus intends to do, what is provided in the environment, the interaction
among students, teachers and instructional materials, the students ' performance, and the
merit and shortcoming seen by persons from divergent points .
 Effective Implementation of the syllabus: It is the actual use of the requirement of the
syllabus by the teachers so that it is congruent to the intended or planned use.

Conceptual Framework of the Study

The Ethiopian grade seven general science syllabus prepared in 2021 is a comprehensive
document suggesting the benchmarks, themes, students' learning outcomes, and guidance
for textbook development, assessment, and instructional strategies. The content consists
of seven broad categories which are marked as chapters. The first chapter deals with
basic science, the second and third chapters deal with chemistry, the fourth and fifth
chapters deal with biology, and the last two chapters deal with physics. An important
feature of the national Curriculum 2021 for general science for middle primary classes is
that it outlines realistic, observable, achievable, and measurable students’ learning
outcomes. The rationale for the emergence of the 2021curriculum is due to the different
drawbacks of the older curriculum did not entertain the 21st-century needs of educational
skills such as critical thinking, problem-solving, global and cultural awareness, digital
literacy, oral and written communication, creativity, collaboration, decision making,
developments of higher order thinking. To alleviate these shortcomings, a new
curriculum framework and syllabus have been developed [14].

Effective curriculum/syllabus implementation

Curricular Implementation
Curriculum implementation refers to how teachers deliver instruction and assessment
through the use of specified resources provided in a curriculum. Curriculumdesigns
generally provide instructional suggestions, scripts, lesson plans, and assessmentoptions
related to a set of objectives. Such designs focus on consistency to help teachers
successfully implement and maintain the curricular structure in order to meet various
objectives (Wiles & Bondi, 2014). As noted earlier, Wiles and Bondi (2014) defined
horizontal alignment as similar instructional practices and curriculum use between
teachers in the same grade level, and vertical alignment as similarities in instructional
practices and fidelity of curriculum implementation between the previous and following
grade levels. Having curriculum alignment between the same grades and the preceding
and following grades levels offers consistency in supporting learning objectives and
expectations designed to promote student preparedness and growth (Tweedie & Kim,
2015). The literature in this section of the project study offers further insights into
teachers’ implementation and alignment beliefs.
Understanding the beliefs and concerns of teachers can provide insights into whether
curriculum implementation will meet with success or failure. Algers and SilvaFletcher
(2015), McNeill et al. (2016), and Rakes and Dunn (2015) have all substantiated this
notion by addressing the impact of teachers’ beliefs about given objectives in science
<<an evaluation of the implementation of grade seven general science>>. Develop
methodology part

Statement of the Problem:

The implementation of grade seven general science curriculum is a crucial aspect of the
educational system. However, there is a need to evaluate the effectiveness of its
implementation in order to ensure that students are receiving a high-quality science
education.

Objectives:
1. To assess the extent to which the grade seven general science curriculum is being
implemented in schools.
2. To identify any challenges to the effective implementation of the curriculum.
3. To determine the impact of the implementation on students' understanding and interest
in science.

Basic Research Questions:

1. What is the current status of the implementation of grade seven general science
curriculum in schools?
2. What are the main challenges or barriers to effective implementation?
3. How does the implementation of the curriculum impact students' understanding and
interest in science?

Significance of the Study:

This study is important as it will provide valuable insights into the current state of grade
seven general science education. It will help identify any areas for improvement in the
implementation of the curriculum and inform potential interventions to enhance students'
learning experiences. Additionally, the study will contribute to the existing body of
knowledge on science education and may have implications for educational policy and
practice.
<<an evaluation of the implementation of the grade seven general science syllabus>>.
Develop the methodology part of the study

Methodology:

1. Research Design: The study will utilize a mixed-methods approach, combining both
quantitative and qualitative methods to evaluate the implementation of the grade seven
general science syllabus. This will provide a comprehensive understanding of the
effectiveness of the syllabus in meeting its objectives.

2. Sampling: A purposive sampling technique will be used to select a representative

sample of grade seven science teachers and students from different schools. The sample
will include both public and private schools to ensure diversity in the study.

3. Data Collection:

a. Quantitative Data: Surveys will be distributed to grade seven science teachers to

gather quantitative data on their perceptions of the syllabus implementation, challenges
faced, and the effectiveness of the syllabus in meeting the learning objectives. The survey
will use a Likert scale to measure responses.

b. Qualitative Data: In-depth interviews will be conducted with a subset of grade seven
science teachers to gather qualitative data on their experiences with implementing the
syllabus, any modifications made, and their suggestions for improvement. Additionally,
focus group discussions will be held with grade seven students to gather their
perspectives on the syllabus and its impact on their learning.

4. Data Analysis:

a. Quantitative Data: The quantitative data collected from the surveys will be analyzed
using descriptive statistics to summarize the responses and identify any trends or patterns.

b. Qualitative Data: The qualitative data from the interviews and focus group
discussions will be transcribed and analyzed using thematic analysis to identify key
themes and patterns related to the implementation of the grade seven general science
syllabus.

5. Ethical Considerations: Prior to data collection, ethical approval will be obtained from
relevant authorities, and informed consent will be obtained from all participants.
Confidentiality and anonymity will be ensured throughout the study.
6. Limitations: The study may be limited by factors such as time constraints, access to
participants, and potential biases in self-reported data. These limitations will be
acknowledged and addressed in the interpretation of the findings.

By employing this methodology, the study aims to provide a comprehensive evaluation

of the implementation of the grade seven general science syllabus, offering insights into
its effectiveness and areas for improvement.

<<an evaluation of the implementation of grade seven general science syllabus>>

develop conceptual framework of the study

The conceptual framework for evaluating the implementation of the grade seven general
science syllabus should consider several key components:

1. Curriculum design: This includes an analysis of the content and structure of the general
science syllabus for grade seven. It involves examining the alignment of the syllabus with
national or state standards, the clarity and coherence of the learning objectives, and the
appropriateness of the topics and concepts covered for seventh-grade students.

2. Teaching strategies and resources: This aspect focuses on the methods and materials
used by teachers to deliver the general science curriculum. It involves assessing the
effectiveness of instructional strategies, the availability and quality of resources (such as
textbooks, laboratory equipment, and technology), and the extent to which teachers are
able to engage students in active learning and inquiry-based activities.

3. Student learning outcomes: The evaluation should also consider the impact of the
general science syllabus on student learning. This involves examining student
performance on assessments, their understanding of key scientific concepts, their ability
to apply scientific knowledge to real-world problems, and their attitudes and interest in
science.

4. Teacher preparation and support: The conceptual framework should take into account
the professional development opportunities provided to general science teachers, as well
as the level of support they receive from school administrators and educational
authorities. This includes considering whether teachers have the necessary subject
knowledge and pedagogical skills to effectively implement the syllabus.

5. School and classroom context: Finally, the evaluation should consider the broader
context in which the general science syllabus is implemented, including factors such as
school resources, class size, student diversity, and the overall school culture and climate
for science education.
By considering these components within the conceptual framework, researchers can gain
a comprehensive understanding of how the grade seven general science syllabus is being
implemented and its impact on student learning and teacher practices.

<<An evaluation of the implementation of grade seven general science syllabus>>.

Develop the concept note of the research study

Title: An Evaluation of the Implementation of Grade Seven General Science Syllabus

Concept Note:

Introduction:
The implementation of the grade seven general science syllabus is a crucial aspect of the
education system, as it lays the foundation for students' understanding of scientific
concepts and principles. This research study aims to evaluate the effectiveness of the
implementation of the grade seven general science syllabus in schools.

Objectives:
1. To assess the extent to which the grade seven general science syllabus is being
implemented in schools.
2. To identify any challenges or barriers to the effective implementation of the syllabus.
3. To evaluate the impact of the implementation of the syllabus on students' learning
outcomes and engagement with science.

Methodology:
The research study will utilize a mixed-methods approach, including surveys, interviews,
and classroom observations. The surveys will be distributed to teachers and school
administrators to gather data on the implementation of the syllabus, while interviews will
be conducted with students to understand their experiences with the science curriculum.
Classroom observations will also be conducted to assess the actual delivery of the
syllabus.

Significance:
This research study is significant as it will provide valuable insights into the current state
of the implementation of the grade seven general science syllabus. The findings will help
identify areas for improvement and inform policy decisions aimed at enhancing the
quality of science education at the grade seven level.

Timeline:
The research study is expected to be conducted over a period of six months, with data
collection taking place in the first three months and data analysis and reporting in the
subsequent three months.

Budget:
The research study will require funding for survey administration, interview expenses,
and data analysis. A detailed budget will be developed once the research methodology is
finalized.

Conclusion:
The evaluation of the implementation of the grade seven general science syllabus is a
critical endeavor that will contribute to the enhancement of science education in schools.
This concept note outlines the key components of the research study and sets the stage for
further planning and implementation.

Literature review of effective curriculum/syllabuss implementation

Effective curriculum/syllabus implementation is a critical component of successful

teaching and learning. In this literature review, we will explore various studies and
research articles that have examined the factors that contribute to effective
curriculum/syllabus implementation.

One key factor that has been identified in the literature is the importance of alignment
between the curriculum/syllabus, instructional materials, and assessments. For example, a
study by Wiggins and McTighe (2005) found that when teachers aligned their instruction
with the intended outcomes of the curriculum, students showed greater understanding and
retention of the material. Similarly, a study by Popham (2009) emphasized the
importance of aligning assessments with the learning objectives outlined in the
curriculum/syllabus in order to accurately measure student learning.

Another important aspect of effective curriculum/syllabus implementation is teacher

preparation and professional development. Research by Darling-Hammond (2010)
highlighted the need for ongoing support and training for teachers in order to effectively
implement new curricular initiatives. This includes providing teachers with the necessary
resources, time, and opportunities for collaboration to effectively implement the
curriculum/syllabus in their classrooms.

Furthermore, the literature emphasizes the importance of flexibility and adaptability in

curriculum/syllabus implementation. A study by Fullan (2007) found that successful
implementation of a curriculum/syllabus requires a willingness to adapt and modify
instructional strategies based on student needs and feedback. This highlights the need for
teachers to be responsive to the diverse learning styles and abilities of their students in
order to effectively implement the curriculum/syllabus.

In addition, research has also emphasized the importance of leadership in supporting

effective curriculum/syllabus implementation. A study by Leithwood et al. (2004) found
that strong leadership at the school level, including supportive principals and
administrators, was critical in creating a positive environment for effective
curriculum/syllabus implementation.

Overall, the literature on effective curriculum/syllabus implementation highlights the

importance of alignment, teacher preparation and professional development, flexibility,
and leadership support. By addressing these factors, educators can work towards more
successful implementation of curricular initiatives in their classrooms.

<<How well is the grade seven general science syllabus being implemented in
school>>. Develop student's ' and teacher's questionnaire from those main question

Student's Questionnaire:
1. How well do you feel the grade seven general science curriculum is being
implemented in your school?
2. Do you feel that the instructional materials used in the general science class align with
the curriculum/syllabus?
3. Do you feel that the assessments given in the general science class accurately measure
your learning based on the curriculum/syllabus?
4. Do you feel that your teacher is well-prepared to teach the general science
curriculum/syllabus?
5. Do you feel that your teacher is flexible and adaptable in their approach to teaching the
general science curriculum/syllabus?
6. Do you feel that there is strong leadership support for the implementation of the
general science curriculum/syllabus in your school?

Teacher's Questionnaire:
1. How well do you feel the grade seven general science curriculum is being
implemented in your classroom?
2. Do you feel that the instructional materials you use in the general science class align
with the curriculum/syllabus?
3. Do you feel that the assessments you give in the general science class accurately
measure student learning based on the curriculum/syllabus?
4. Do you feel that you are well-prepared to teach the general science
curriculum/syllabus?
5. Do you feel that you are flexible and adaptable in your approach to teaching the
general science curriculum/syllabus?
6. Do you feel that there is strong leadership support for the implementation of the
general science curriculum/syllabus in your school?

<<To what extent does the grade seven general science syllabus facilitate students
understanding >>. Develop student's and teacher's multiple choice questionnaire from
those main question

Student's Questionnaire:
1. To what extent do you feel the grade seven general science curriculum is being
effectively taught in your school?
2. Do you believe that the instructional materials used in the general science class are
closely aligned with the curriculum/syllabus?
3. How accurately do you think the assessments given in the general science class
measure your learning based on the curriculum/syllabus?
4. In your opinion, is your teacher well-prepared to teach the general science
curriculum/syllabus?
5. Do you feel that your teacher is adaptable and flexible in their approach to teaching the
general science curriculum/syllabus?
6. How strong do you perceive the leadership support for the implementation of the
general science curriculum/syllabus in your school?

Teacher's Questionnaire:
1. To what extent do you feel the grade seven general science curriculum is being
effectively implemented in your classroom?
2. Do you believe that the instructional materials you use in the general science class
closely align with the curriculum/syllabus?
3. How accurately do you think the assessments you give in the general science class
measure student learning based on the curriculum/syllabus?
4. Do you feel that you are well-prepared to teach the general science
curriculum/syllabus?
5. Do you feel that you are adaptable and flexible in your approach to teaching the
general science curriculum/syllabus?
6. How strong do you perceive the leadership support for the implementation of the
general science curriculum/syllabus in your school?

<< what are the main challenges faced by teachers in implementing the grade seven
general science syllabus>>. Develop student's and teacher's multiple choice
questionnaires from those main question
Main Challenges Faced by Teachers in Implementing the Grade Seven General Science
Syllabus:
1. Lack of resources and materials for hands-on experiments and activities
2. Limited time for covering all the topics in the curriculum
3. Difficulty in catering to the diverse learning needs and abilities of students
4. Limited professional development opportunities for staying updated with the latest
teaching methods and content knowledge
5. Managing classroom behavior and engagement during practical sessions

Student's Questionnaire:
1. How often do you have the opportunity to participate in hands-on experiments and
activities in your general science class?
2. Do you feel that there is enough time to cover all the topics in the general science
curriculum in class?
3. How well do you think your teacher caters to your individual learning needs in the
general science class?
4. Do you think your teacher is well-prepared to teach the general science
curriculum/syllabus?
5. How adaptable and flexible do you perceive your teacher to be in their approach to
teaching the general science curriculum/syllabus?
6. How strong do you perceive the leadership support for the implementation of the
general science curriculum/syllabus in your school?

Teacher's Questionnaire:
1. How often do you have access to resources and materials for hands-on experiments
and activities in your general science class?
2. Do you feel that there is enough time to cover all the topics in the general science
curriculum in your class?
3. How well do you think your assessments accurately measure student learning based on
the curriculum/syllabus?
4. Do you feel that you are well-prepared to teach the general science
curriculum/syllabus?
5. How adaptable and flexible do you perceive yourself to be in your approach to
teaching the general science curriculum/syllabus?
6. How strong do you perceive the leadership support for the implementation of the
general science curriculum/syllabus in your school?

<<How engaged and interested are students in the grade seven general science
syllabus>>. Develop student's and teacher's multiple choice questionnaires from those
main question
 Student's Questionnaire:
1. How engaged and interested are you in the grade seven general science syllabus?
2. How often do you feel engaged and interested in the topics covered in the general
science curriculum?
3. Do you feel that the general science class keeps you engaged and interested in
learning?
4. How well do you think your teacher encourages your engagement and interest in the
general science curriculum?
5. Do you feel that the general science class provides opportunities for you to be engaged
and interested in the subject?

Teacher's Questionnaire:
1. How engaged and interested do you perceive your students to be in the grade seven
general science syllabus?
2. How often do you feel that your students are engaged and interested in the topics
covered in the general science curriculum?
3. Do you feel that your teaching methods effectively engage and interest students in the
general science class?
4. How well do you think your teaching encourages student engagement and interest in
the general science curriculum?
5. Do you feel that the general science class provides enough opportunities for students to
be engaged and interested in the subject?

<<How engaged and interested are students in the grade seven general science
syllabus>>. Develop student's and teacher's multiple choice questionnaires from those
main question

Student's Questionnaire:
1. How engaged and interested are you in the grade seven general science syllabus?
a) Very engaged and interested
b) Somewhat engaged and interested
c) Neutral
d) Not very engaged and interested
e) Not at all engaged and interested

2. How often do you feel engaged and interested in the topics covered in the general
science curriculum?
a) Always
b) Often
c) Sometimes
d) Rarely
e) Never

3. Do you feel that the general science class keeps you engaged and interested in
learning?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly disagree

4. How well do you think your teacher encourages your engagement and interest in the
general science curriculum?
a) Very well
b) Moderately well
c) Neutral
d) Not very well
e) Not at all

5. Do you feel that the general science class provides opportunities for you to be engaged
and interested in the subject?
a) Yes, always
b) Yes, often
c) Sometimes
d) Rarely
e) Never

Teacher's Questionnaire:
1. How engaged and interested do you perceive your students to be in the grade seven
general science syllabus?
a) Very engaged and interested
b) Somewhat engaged and interested
c) Neutral
d) Not very engaged and interested
e) Not at all engaged and interested

2. How often do you feel that your students are engaged and interested in the topics
covered in the general science curriculum?
a) Always
b) Often
c) Sometimes
d) Rarely
e) Never

3. Do you feel that your teaching methods effectively engage and interest students in the
general science class?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly disagree

4. How well do you think your teaching encourages student engagement and interest in
the general science curriculum?
a) Very well
b) Moderately well
c) Neutral
d) Not very well
e) Not at all

5. Do you feel that the general science class provides enough opportunities for students to
be engaged and interested in the subject?
a) Yes, always
b) Yes, often
c) Sometimes
d) Rarely
e) Never

<< What are the main challenges faced by teachers in implementing the grade seven
general science syllabus>>. Develop students and teacher's multiple-choice
questionnaires from that main question

Main challenges faced by teachers in implementing the grade seven general science
syllabus:
1. Lack of resources and materials for hands-on experiments and activities
2. Difficulty in making complex scientific concepts understandable for students
3. Limited time for in-depth exploration of topics due to a packed curriculum
4. Engaging students with varying levels of interest and prior knowledge in science
5. Finding ways to make the subject relevant and interesting to students

Student's Questionnaire:
1. What challenges do you face in understanding and learning complex scientific
concepts in the general science class?
a) Lack of resources and materials for hands-on experiments and activities
b) Difficulty in understanding complex scientific concepts
c) Limited time for in-depth exploration of topics
d) Varying levels of interest and prior knowledge in science
e) Finding the subject irrelevant and uninteresting

2. How often do you feel that the general science class provides hands-on experiments
and activities to help you understand scientific concepts better?
a) Always
b) Often
c) Sometimes
d) Rarely
e) Never

3. Do you feel that the general science class effectively makes complex scientific
concepts understandable for students?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly disagree

4. How well do you think the general science class caters to students with varying levels
of interest and prior knowledge in science?
a) Very well
b) Moderately well
c) Neutral
d) Not very well
e) Not at all

5. Do you find the general science class relevant and interesting to your daily life and
experiences?
a) Yes, always
b) Yes, often
c) Sometimes
d) Rarely
e) Never

Teacher's Questionnaire:
1. What challenges do you face in helping students understand and learn complex
scientific concepts in the general science class?
a) Lack of resources and materials for hands-on experiments and activities
b) Difficulty in making complex scientific concepts understandable for students
c) Limited time for in-depth exploration of topics
d) Engaging students with varying levels of interest and prior knowledge in science
e) Making the subject relevant and interesting to students

2. How often do you feel that the general science class provides enough hands-on
experiments and activities to help students understand scientific concepts better?
a) Always
b) Often
c) Sometimes
d) Rarely
e) Never

3. Do you feel that your teaching methods effectively make complex scientific concepts
understandable for students in the general science class?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly disagree

4. How well do you think your teaching caters to students with varying levels of interest
and prior knowledge in science in the general science class?
a) Very well
b) Moderately well
c) Neutral
d) Not very well
e) Not at all

5. Do you feel that the general science class is relevant and interesting to students' daily
lives and experiences?
a) Yes, always
b) Yes, often
c) Sometimes
d) Rarely
e) Never

<<To what extent does the grade seven general, science syllabus facilitates students
understanding >>. Develop students and teacher's multiple-choice questionnaire from that
main question
Student's Questionnaire:
1. What challenges do you face in understanding and learning complex scientific
concepts in the general science class?
a) Lack of resources and materials for hands-on experiments and activities
b) Difficulty in understanding complex scientific concepts
c) Limited time for in-depth exploration of topics
d) Varying levels of interest and prior knowledge in science
e) Finding the subject irrelevant and uninteresting

2. How often do you feel that the general science class provides hands-on experiments
and activities to help you understand scientific concepts better?
a) Always
b) Often
c) Sometimes
d) Rarely
e) Never

3. Do you feel that the general science class effectively makes complex scientific
concepts understandable for students?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly disagree

4. How well do you think the general science class caters to students with varying levels
of interest and prior knowledge in science?
a) Very well
b) Moderately well
c) Neutral
d) Not very well
e) Not at all

5. Do you find the general science class relevant and interesting to your daily life and
experiences?
a) Yes, always
b) Yes, often
c) Sometimes
d) Rarely
e) Never
Teacher's Questionnaire:
1. What challenges do you face in helping students understand and learn complex
scientific concepts in the general science class?
a) Lack of resources and materials for hands-on experiments and activities
b) Difficulty in making complex scientific concepts understandable for students
c) Limited time for in-depth exploration of topics
d) Engaging students with varying levels of interest and prior knowledge in science
e) Making the subject relevant and interesting to students

2. How often do you feel that the general science class provides enough hands-on
experiments and activities to help students understand scientific concepts better?
a) Always
b) Often
c) Sometimes
d) Rarely
e) Never

3. Do you feel that your teaching methods effectively make complex scientific concepts
understandable for students in the general science class?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly disagree

4. How well do you think your teaching caters to students with varying levels of interest
and prior knowledge in science in the general science class?
a) Very well
b) Moderately well
c) Neutral
d) Not very well
e) Not at all

5. Do you feel that the general science class is relevant and interesting to students' daily
lives and experiences?
a) Yes, always
b) Yes, often
c) Sometimes
d) Rarely
e) Never
How one researcher can show the relationship of effective syllabus implementation with
desired learning outcomes and addressing the need of students by using conceptual
framework

This question is not included in the provided questionnaires, but it could be added to both
the student's and teacher's questionnaires to gather feedback on the effectiveness of
syllabus implementation in achieving desired learning outcomes and addressing the needs
of students. The options for this question could include:
a) Very effective
b) Moderately effective
c) Neutral
d) Not very effective
e) Not at all effective

How one researcher can show the relationship of effective syllabus implementation with
desired learning outcomes and addressing the need of students by using conceptual
framework

One way a researcher could show the relationship of effective syllabus implementation
with desired learning outcomes and addressing the needs of students is by using a
conceptual framework that includes key components such as:

1. Syllabus Design: This component would outline the specific elements of the syllabus,
such as learning objectives, assessment methods, and course materials.

2. Teaching Strategies: This component would encompass the instructional methods used
to deliver the course content, such as lectures, group work, or hands-on activities.

3. Student Engagement: This component would focus on the level of involvement and
participation of students in the learning process, including their motivation, interest, and
interaction with the course material.

4. Learning Outcomes: This component would measure the knowledge, skills, and
competencies that students have gained as a result of the course.

By using this conceptual framework, the researcher could then gather data on each of
these components through surveys, interviews, and classroom observations. The data
could then be analyzed to determine the extent to which effective syllabus
implementation is associated with achieving desired learning outcomes and addressing
the needs of students. This would provide valuable insights into the impact of the
syllabus on student learning and success.

Effective syllabus implementation literature review

A literature review on the effective implementation of syllabus can provide valuable

insights into best practices and strategies for creating and delivering a successful course
curriculum. The review can include studies and articles that discuss the importance of
clear learning objectives, alignment with course outcomes, and the use of active learning
strategies to engage students. Additionally, the review can explore the role of technology
in syllabus implementation, such as the use of online platforms for distributing course
materials and facilitating communication among students. Furthermore, the review can
examine the impact of diverse teaching methods and assessment techniques on student
learning and success. By synthesizing and analyzing existing research, the literature
review can offer practical recommendations for instructors and educational institutions to
enhance their syllabus implementation and ultimately improve the overall learning
experience for students.