An evaluation of the implementation of the design and technology curriculum in selected secondary schools in Kapiri Mposhi district: a context input process and product (CIPP) model.
Date
2025
Authors
Kasebusha, Nephat
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
There has been a consistent decline in financing the education sector from 2015 to 2022, and the failure rate of learners in the Design and Technology subject has increased from 2016 to 2022. Thus the purpose of the study was to evaluate the implementation of the Design and Technology curriculum in selected secondary schools in Kapiri Mposhi district in order to establish the adequacy of the for the effective implementation of the subject. Mixed research approach using embedded research design was used to collect and analyse the data. Five-point likert scale questionnaires were used to collect quantitative data from the 64 Design and Technology subject learners while the interviews were conducted to 10 Design and Technology subject teachers, 4 head teachers, 4 deputy head teachers, 4 practical subjects heads of department, 1 Senior Education Standards Officer (SESO) and 1 District Education Standards Officer (DESO) and observation to collect qualitative data. The quantitative data were analysed using descriptive statistical analysis. A constant comparative qualitative data analysis method was used to analyse the interview data. The study‟s findings indicated that secondary schools had inadequate workshops and that those they have small rooms and spaces to accommodate all learners. The study also indicated the inadequacy of the teaching and learning resources of Design and Technology subjects. The inadequacy of the teaching and learning resources for the subject influences teachers to use group methods during practical teaching. The study has also shown that the schools that offer Design and Technology subject do not implement it according to the duration prescribed by the 2013 curriculum framework. The learners partially develop the practical skills, but fail to apply them. The study recommends that the Government, through the Ministry of Education fund schools offering Design and Technology subjects to upgrade existing workshops and build new ones with sufficient space and resources. The Ministry of Education should advocate for reinstating of allocated teaching periods for Design and Technology subjects in school timetables.
Key words: Evaluation, implementation, design, technology, curriculum, context, inputs, process, product, secondary, school.
Description
Thesis of Doctor of Philosophy in Curriculum Studies.