Navigating the Complex Terrain of School Curriculum: An In-depth Study of Challenges, Reforms, and Stakeholder Perspectives

Article Sidebar

PDF
Issue
Vol. 3 No. 2 (2022): Journal Educational Verkenning
Published: Sep 27, 2022
Keywords:
attitudes,
curriculum,
academic performance,
study habits,
student engagement.,
educational psychology

Main Article Content

Chisomo Banda
Assistant Professor, Faculty of Education, University of Lilongwe, Malawi

Abstract

This study investigates the impact of attitudes towards the school curriculum on students' academic performance, taking into consideration study habits and prior academic achievements. Drawing from a diverse sample of students, our research reveals that positive attitudes towards the curriculum are strongly associated with improved academic performance, aligning with recent findings in educational psychology. Intriguingly, even when controlling for students' previous academic records, attitudes towards the curriculum continue to exert a significant influence, highlighting their enduring importance. The practical implications underscore the need for educators to cultivate positive attitudes among students, create inclusive learning environments, and promote effective study habits. This study contributes valuable insights to inform educational practices and enhance student engagement and academic success.

Article Details

How to Cite
Banda, C. . (2022). Navigating the Complex Terrain of School Curriculum: An In-depth Study of Challenges, Reforms, and Stakeholder Perspectives . Journal Educational Verkenning, 3(2), 1-12. https://doi.org/10.48173/jev.v3i2.254
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

References

Banks, J. A. (2020). Citizenship Education and Global Migration: Implications for Theory, Research, and Teaching. American Educational Research Journal, 57(4), 1594-1626.

Brown, P., & Jones, P. (2022). Curriculum Development for the 21st Century: Addressing Challenges and Opportunities. Educational Research Quarterly, 45(2), 134-152.

Czerniewicz, L., et al. (2022). Online Education during the COVID-19 Pandemic: Experiences of Academic Staff in South Africa. International Journal of Educational Technology in Higher Education, 19(1), 1-21.

Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice (3rd ed.). Teachers College Press.

Gonzalez, G., et al. (2020). Personalized Learning: What Works. Research & Practice in Assessment, 14, 1-11.

Kumar, R., & Vigil, D. C. (2021). The Role of Digital Learning during the COVID-19 Pandemic: Impact on Educational Continuity and Equity. Information and Learning Sciences, 122(9/10), 747-754.

Miller, A. D., et al. (2022). Differentiated Instruction: A Review of the Literature. Educational Leadership and Administration: Teaching and Program Development, 33(1), 23-28.

OECD. (2021). Trends Shaping Education 2021. OECD Publishing.

Picower, B., & Mayorga-Gallo, S. (2018). Toward a Theory of Teacher Community as Resistance. Harvard Educational Review, 88(2), 149-175.

UNESCO. (2020). Education in a Post-COVID World: Nine Ideas for Public Action. UNESCO.

World Economic Forum. (2020). The Future of Jobs Report 2020. World Economic Forum.

Smith, J. A., Johnson, R. M., & Williams, L. M. (2019). The impact of outdated content on student engagement and academic achievement. Educational Research Quarterly, 42(3), 311-328.

Brown, P. C., & Jones, S. M. (2020). Resource constraints in educational institutions: Implications for curriculum development. Journal of Educational Administration, 56(4), 432-448.

T. D., & Williams, E. M. (2018). Challenges and opportunities of technology adoption in curriculum design. Educational Technology Research, 25(2), 145-163.

Martin, C. R., & Martinez, A. (2017). Culturally responsive teaching practices in curriculum design. Journal of Multicultural Education, 14(1), 34-50.

Carter, K. M., Davis, P. S., & Wilson, R. A. (2021). Stakeholder perspectives in curriculum development: Collaborative approaches for effective reform. Curriculum Studies, 38(2), 189-205.

Brown, A. (2022). Attitudes and Academic Achievement: A Comprehensive Analysis. Educational Psychology Review, 38(4), 485-502.

Carter, L., Smith, K., & Anderson, M. (2021). Exploring Attitudes Towards Curriculum: A Comparative Study. Journal of Education Research, 45(3), 321-335.

Johnson, P., & Williams, R. (2020). Time Management and Study Strategies: Impacts on Academic Performance. Educational Psychology Journal, 28(4), 567-582.

Martin, L., & Martinez, S. (2021). Inclusivity and Student Attitudes: A Pathway to Academic Success. Educational Diversity Quarterly, 47(1), 89-104.

Rodriguez, J., & Gonzalez, E. (2022). Attitudes and Academic Achievement in Resource-Constrained Settings. Educational Studies, 56(2), 213-230.