Subject Advisers’ Perception of Curriculum Delivery in the Intermediate Phase in South Africa

Abstract

The purpose of this study is to explore the perception of subject advisers on curriculum change and delivery in secondary schools. The survey design which adopts quantitative research approach was used. Random sampling procedure is used to select b samples of 300 respondents in the study who are subject advisers. Questionnaires were administered to all selected 300 subject advisers, however, only 217 were duly completed and analysed for the study. The findings indicate among others that curriculum delivery is dependent on teachers’ familiarization with the curriculum, planning of lessons and teaching through the use of the curriculum. The study recommends that teachers should be motivated to familiarize themselves with the curriculum, trained periodically on how to use the curriculum when planning their lessons and teaching. Also, continuous curriculum change should be checkmated.

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  • 17 November 2019

    In the original publication of the article, the authors��� institution name was published incorrectly. The correct institution name is given in this Correction.

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No funding was received for this research; it was personally funded by authors.

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Correspondence to Chinaza Uleanya.

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Smith, V.T., Gamede, B.T. & Uleanya, C. Subject Advisers’ Perception of Curriculum Delivery in the Intermediate Phase in South Africa. Interchange 50, 293–303 (2019). https://doi.org/10.1007/s10780-019-09359-z

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Keywords

  • Curriculum
  • Curriculum change
  • Curriculum delivery
  • Subject advisers