Evaluation of the Chemistry curriculum at the lower secondary level: feedback from educators

Abstract

Abstract Mauritius is presently witnessing a major educational reform, which has necessitated a review of the lower secondary curriculum in all subjects, including Science. Educators were called to evaluate the Science curriculum (which includes Biology, Chemistry and Physics components) by providing feedback on the curriculum content and content organisation. One hundred and thirty-three educators took part in this exercise. This paper focuses on a detailed analysis of the feedback obtained from educators regarding the lower secondary Chemistry curriculum (LSCC) to identify the challenges encountered in its implementation. The Process component of the Stufflebeam’s (Stufflebeam DL. The CIPP model for evaluation. In: Evaluation models. Dordrecht: Springer; 2000:279–317 pp) Context, Input, Process and Product (CIPP) Evaluation model has been used as a framework for the study. Based on qualitative thematic analysis, four main challenges were identified in the implementation of the LSCC namely, ensuring curriculum continuity, avoiding curriculum overload, the need for more laboratory experiences and knowledge transfer.