IMPLEMENTATION OF GEOGRAPHY CURRICULUM IN ETHIOPIAN PUBLIC GENERAL SECONDARY SCHOOLS WITH SPECIFIC REFERNCE TO SIDAMA REGIONAL STATE

Abstract

This study examined the implementation of the Ethiopian general secondary school geography curriculum in the Sidama regional state. More specifically, the study tried to address the factors that influence the implementation of geography curriculum, the perceptions of teachers and school administrators regarding the geography curriculum implementation. The study employed a convergent parallel design within a mixed-methods approach. Both the quantitative and qualitative data were collected. For the quantitative component, 53 geography teachers from six urban and rural schools were selected through proportionate random sampling. Additionally, 11 school administrators were chosen purposively from these schools and relevant educational offices for the qualitative aspect. Data collection included questionnaires for quantitative insights and semi-structured interviews for qualitative depth. The analysis, involving both descriptive and inferential statistics, revealed several key findings. Overall, the curriculum implementation was suboptimal, with limited engagement from both teachers and administrators. Contributing factors included the curriculum's lack of clarity, which fostered negative perceptions among teachers, and administrators' limited engagement and familiarity with the syllabus, which hindered effective implementation. Traditional lecture methods predominated, side-lining student-centred approaches, and the use of English as the medium of instruction was inconsistent, contrary to national curriculum expectations. The study also highlighted that geography teachers participated minimally in professional development activities, despite a desire to improve their teaching skills. Motivation levels were generally low, and teachers often lacked adequate preparation time. Additionally, schools and administrators faced challenges in delivering technical support and providing equipment, which negatively impacted the implementation of the curriculum. The emphasis on preparing students for national examinations detracted from fostering a deeper understanding of the subject matter. Other challenges identified included student tardiness, disciplinary issues, and frequent absences. The study found that inadequate professional development significantly impacted curriculum implementation. Furthermore, there were no significant differences in curriculum implementation based on teachers' academic qualifications or experience levels. In conclusion, the study identified a substantial gap between the intended and actual curriculum delivery. This gap was attributed to resource limitations, the curriculum's broad scope, ineffective time management, teacher confidence issues, large class sizes, and student absenteeism. Recommendations include analysing teachers' working conditions, enhancing communication between curriculum developers and teachers, addressing discrepancies between intended and actual curriculum delivery, and strengthening support and collaboration between schools and governmental or non-governmental organizations.