Factors for Effective Curriculum Implementation in Higher Learning Institutions in Tanzania
DOI:
https://doi.org/10.59645/abr.v16i3.363Keywords:
Curriculum, Higher learning institution, Ecosystem theoryAbstract
Globally, higher learning institutions face challenges in successfully implementing curricula to enhance student learning. This study investigated factors for effective curriculum implementation in higher learning institutions in Tanzania, particularly (i) to examine the extent to which factors (characteristics of lecturers and institutions, the curriculum itself and governmental support) contribute to effective curriculum implementation and (ii) to assess the relationships among the factors contributing to effective curriculum implementation. This study employed a quantitative research approach and a descriptive research design. A total of 251 students from four fields of study at the Institute of Accountancy, Arusha, were selected via simple random and stratified sampling techniques. Statistical Packages for Social Sciences version 26.0 was used to compute the mean, standard deviation, independent samples t test, one-way analysis of variance (ANOVA) and correlation from the data collected through the questionnaire. Guided by ecological systems theory, the findings revealed that the majority of students (80.5%) perceived that lecturer and institutional characteristics, the nature of the curriculum, and governmental support contributed to effective curriculum implementation. Furthermore, there were positive relationships among the study factors, with the highest correlation between the nature of the curriculum and institutional characteristics. On the basis of these findings, the study recommends considering factors related to lecturer and institutional characteristics, the nature of the curriculum, and governmental support to effectively implement curricula and improve student learning in higher learning institutions.
Downloads
References
Abadie, M., & Bista, K. (2018). Understanding the stages of concerns: Implementation of the common core state standards in Louisiana schools. Journal of School Administration Research and Development, 3(1), 57–66. https://doi.org/10.32674/JSARD.V3I1.1932
Achimugu, L. (2020). Factors affecting the effective implementation of senior secondary education chemistry curriculum in Kogi state, Nigeria. International Journal of Scientific and Research Publications, 6(5), 562–566.
Adubayo, D. (2024). Teaching and learning of environmental education in the tertiary education in Nigeria: problems and prospects. Electronic Research Journal of Social Sciences and Humanities, 2(III), 103–115.
Akhtar, P., Moazzam, M., Ashraf, A., & Khan, M. N. (2024). The interdisciplinary curriculum alignment to enhance graduates’ employability and universities’ sustainability. International Journal of Management Education, 22(3). https://doi.org/10.1016/j.ijme.2024.101037
Alkandari, K. (2023). Transformation to competency-based curriculum: readiness and self-efficacy among Islamic studies teachers in Kuwait. Curriculum Perspectives, 43(1), 67–79. https://doi.org/10.1007/s41297-022-00179-3
Ambrosio, A. B., Oliveira, K. D., & Carlos, M. (2023). The integration of the sustainable development goals into curricula, research and partnerships in higher education. International Review of Education, 69(3), 299–325. https://doi.org/10.1108/IJSHE-05-2017-0069
Ashbee, R. (2021). Curriculum: Theory, culture and the subject specialisms (1st ed.). Routledge. https://doi.org/10.4324/9781003039594
Atuhura, D., & Nambi, R. (2024). Competence based language curricula: implementation challenges in Africa. ELT Journal, 78(ccae003.). https://doi.org/10.1093/elt/ccae003
Berchin, I. I., de Aguiar Dutra, A. R., & Guerra, J. B. S. O. de A. (2023). How do higher education institutions promote sustainable development? A literature review. Sustainable Development, 29(6), 1204–1222. https://doi.org/10.1002/sd.2219
Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 36(3), 6–22. https://doi.org/10.1046/j.1365-2923.1999.00431.x
Børte, K., Nesje, K., & Lillejord, S. (2023). Barriers to student active learning in higher education. Teaching in Higher Education, 28(3), 597–615. https://doi.org/10.1080/13562517.2020.1839746
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard university press.
Burra, L. T., & Fanuel, I. M. (2021). The role of school quality assurance in improving curriculum implementation in secondary schools in Tanzania. Journal of Education and Practice, 12(2), 73–76. https://doi.org/10.7176/jep/12-2-10
Chasubuta, A., & Ndibalema, P. (2024). Barriers hindering effective engagement in online assessment for teacher education in Tanzania: Perspectives from two teachers’ colleges. Journal of Issues and Practice in Education, 16, 31–48. https://doi.org/10.61538/jipe.v16i.1422
Chen, J., Kolmos, A., & Du, X. (2021). Forms of implementation and challenges of PBL in engineering education: a review of literature. European Journal of Engineering Education, 46(1), 90–115. https://doi.org/10.1080/03043797.2020.1718615
Choppin, J., Roth McDuffie, A., Drake, C., & Davis, J. (2022). The role of instructional materials in the relationship between the official curriculum and the enacted curriculum. Mathematical Thinking and Learning, 24(2), 123–148. https://doi.org/10.1080/10986065.2020.1855376
Clayback, K. A., Williford, A. P., & Vitiello, V. E. (2023). Identifying teacher Beliefs and experiences associated with curriculum implementation fidelity in early childhood education. Prevention Science, 24(1), 27–38. https://doi.org/10.1007/s11121-022-01414-z
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.
Creswell, J. (2014). Research design: Qualitative, quantitative and mixed methods approaches. Sage Publications.
Creswell, J., & David, C. (2018). Research design: Qualitative, quantitive and mixed methods approaches. Sage Publications.
El-Hamamsy, L., Bruno, B., Audrin, C., Chevalier, M., Avry, S., Zufferey, J. D., & Mondada, F. (2023). How are primary school computer science curricula reforms contributing to equity? Impact on student learning, perception of the discipline, and gender gaps. International Journal of STEM Education, 10(1). https://doi.org/10.1186/s40594-023-00438-3
Fasinro, K. (2024). Curriculum implementation: Challenges and the prospect of education resource centres to aid effective implementation. African Educational Research Journal, 12(1), 1–5. https://doi.org/10.30918/aerj.121.23.102
Fomba, B. K., Talla, D. N. D. F., & Ningaye, P. (2023). Institutional quality and education quality in developing countries: Effects and transmission channels. Journal of the Knowledge Economy, 14(1), 86–115. https://doi.org/10.1007/s13132-021-00869-9
Guskey, T. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 70(11), 1208–1217.
Haque, A., & David, S. A. (2022). Effective curriculum implementation for optimal teaching and learning experience: a study from a private school in Dubai. International Journal of Curriculum and Instruction, 15(1), 1–20. https://orcid.org/0000-0001-9252-4861
Joseph, E. (2014). School variables and mathematics performance among students in Akwa Ibom state. International Journal of Development and Sustainability, 3(7), 1558–1568. https://www.researchgate.net/publication/350328318
Karakuş, G. (2021). A literary review on curriculum implementation problems. Shanlax International Journal of Education, 9(3), 201–220. https://doi.org/10.34293/education.v9i3.3983
Kasuga, W., & Maro, W. (2023). The influence of problem-based learning on students’ motivation in learning Biology in Tanzania secondary schools. Theme: Contemporary Issues in Education: Linking Research and Practice 13th–14th January 2022, 299.
Kigwilu, P., & Githinji, J. (2015). Teacher factors influencing effective implementation of artisan and craft curriculum in community colleges in Kenya. American Scientific Research Journal for Engineering, 14(2), 129–143. http://asrjetsjournal.org/
Kumah, M. S., & Wonu, N. (2022). Factors affecting the mathematics learning outcome of underachieving students at colleges of education. Faculty of Natural and Applied Sciences Journal of Mathematics and Science Education, 3(2), 1–10. https://www.fnasjournals.com/index.php/FNAS-JMSE/article/view/51
Luo, Y. (2016). Gender and job satisfaction in urban China: The role of individual, family, and job characteristics. Social Indicators Research, 125, 289–309.
Madondo, F. (2021). Perceptions on curriculum implementation: A case for rural Zimbabwean early childhood development teachers as agents of change. Journal of Research in Childhood Education, 35(3), 399–416. https://doi.org/10.1080/02568543.2020.1731024
Matiba, F. M. (2024). Motivational factors and barriers to participation in professional development programmes: perspectives from Tanzania higher education faculties. Curr Psychol, 43, 437–448. https://doi.org/10.1007/s12144-023-04310-z
McCulloch, A. W., Hollebrands, K., Lee, H., Harrison, T., & Mutlu, A. (2018). Factors that influence secondary mathematics teachers’ integration of technology in mathematics lessons. Computers and Education, 123, 26–40. https://doi.org/10.1016/j.compedu.2018.04.008
Miovský, M., Černíková, T., Nováková, E., & Gabrhelík, R. (2023). Developing and implementing a national quality assurance policy and control policy in school-based prevention of risk behaviors: a case study. Journal of Substance Use, 28(5), 661–670. https://doi.org/10.1080/14659891.2022.2082336
Mokoro, D. K. (2020). Perception of teachers on their preparedness for implementation of the competence-based curriculum among secondary schools in Arumeru District, Tanzania. East African Journal of Education and Social Sciences, 1(2), 109–117.
Mpate, H. (2023). Biology teachers’ implementation of the competence based curriculum in Tanzania: challenges and opportunities. Journal of Biological Education, 1-21. https://doi.org/10.1080/00219266.2023.2282428
Msangi, E. R. (2024). The status, strategies, and consequences of focusing on national examinations in secondary schools’ curriculum implementation: The case of Mbeya city, Tanzania. Mbeya University of Science and Technology Journal of Research and Development, 5(2), 750–760. https://doi.org/10.62277/mjrd2024v5i20045
Nachuah, B. (2019). Curriculum implementation in the 21st century classroom: dynamics and challenges for Cameroon education sector. International Journal of Humanities, Social Sciences and Education, 6(8), 142–152. https://doi.org/10.20431/2349-0381.060813
Nadeem, M. (2024). Distributed leadership in educational contexts: A catalyst for school improvement. Social Sciences and Humanities Open, 9(February), 100835. https://doi.org/10.1016/j.ssaho.2024.100835
Nsengimana, T., Rugema Mugabo, L., Hiroaki, O., & Nkundabakura, P. (2020). Reflection on science competence-based curriculum implementation in Sub-Saharan African countries. International Journal of Science Education, Part B: Communication and Public Engagement, 1–14. https://doi.org/10.1080/21548455.2020.1778210
O’Connor, K. (2022). Constructivism, curriculum and the knowledge question: tensions and challenges for higher education. Studies in Higher Education, 47(2), 412–422. https://doi.org/10.1080/03075079.2020.1750585
Ogunode, N. J. (2020). Nigerian universities and their sustainability: Challenges and way forward. SSRN Electronic Journal, 2, 72–82. https://doi.org/10.2139/ssrn.3695789
Panahandeh, M., Hashemi, A. A., Ranjbar, M., & Goltash, A. (2023). Identifying the components of preschool curriculum model based on Bronfenbrenner’s ecological systems theory. Iranian Journal of Educational Research, 2(4), 2023. https://doi.org/10.22034/2.4.75
Pandey, N. (2018). Barriers to effective curriculum implementation. TechnoLearn: An International Journal of Educational Technology, 8(2), 65–69.
Ross, E. (2024). Teachers’ interpretation of curriculum as a window into ‘curriculum potential.’ Curriculum Journal, 35(1), 38–55. https://doi.org/10.1002/curj.239
Rossouw, N., & Frick, L. (2023). A conceptual framework for uncovering the hidden curriculum in private higher education. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2191409
Rudhumbu, N., & Du Plessis, E. C. (Elize. (2020). Factors influencing curriculum implementation in accredited private universities in Botswana. Journal of Applied Research in Higher Education, 13(4), 1062–1084. https://doi.org/10.1108/JARHE-04-2020-0083
Shulman, L. S. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 1–23. http://people.ucsc.edu/~ktellez/shulman.pdf
Spreen, C. A., & Knapczyk, J. J. (2017). Measuring quality beyond test scores: The impact of regional context on curriculum implementation (in Northern Uganda). FIRE: Forum for International Research in Education, 4(1). https://doi.org/10.18275/fire201704011110
Taguma, M., & Barrera, M. (2019). Draft change management: facilitating and hindering factors of curriculum implementation.
Thomas, P., & Onyango, D. O. (2022). Administrative challenges preventing effective curriculum implementation in public secondary schools in Nyamagana District - Mwanza City, Tanzania. East African Journal of Education Studies, 5(1), 85–93. https://doi.org/10.37284/eajes.5.1.568
Tomlinson, C. A., & Jarvis, J. (2023). Differentiation: Making curriculum work for all students through responsive planning and instruction. In Systems and models for developing programs for the gifted and talented (pp. 599–628).
Tran, D., & O’Connor, B. (2024). Teacher curriculum competence: how teachers act in curriculum making. Journal of Curriculum Studies, 56(1), 1–16. https://doi.org/10.1080/00220272.2023.2271541
Uzorka, A., Namara, S., & Olaniyan, A. O. (2023). Modern technology adoption and professional development of lecturers. Education and Information Technologies, 28(11), 14693–14719. https://doi.org/10.1007/s10639-023-11790-w
Wu, Y. J., & Chen, J.-C. (2021). Stimulating innovation with an innovative curriculum: A curriculum design for a course on new product development. The International Journal of Management Education, 19(3), 100561. https://doi.org/10.1016/j.ijme.2021.100561
Zhao, L., Zhao, B., & Li, C. (2023). Alignment analysis of teaching–learning-assessment within the classroom: how teachers implement project-based learning under the curriculum standards. Disciplinary and Interdisciplinary Science Education Research, 5(1), 1–23. https://doi.org/10.1186/s43031-023-00078-1
