A study on the adequacy and appropriateness of computer science curricula in Nepali secondary schools
Date
2024
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Abstract
This study analyzes the Computer Science (CS) curricula for Grades 9 and 10 in
Nepalese schools. The mixed-method research design was used in this study. Data and
information were collected through questionnaire surveys and interviews with
curriculum designers, CS textbook authors, school principals, CS teachers, and CS
students. Random and purposive sampling techniques were used to select the study
respondents / participants. The quantitative data was analyzed using Microsoft Excel.
The qualitative information was analyzed through thematic and content analysis
techniques.
The Pinar, and TPACK models, and 21st- Century Learning Skills were used
as theoretical framework. The study reveals that the present CS curriculum introduces
students to HTML, CSS, QBasic, C, and MS Access database, providing them with
foundational exposure to programming concepts and database management. There are
significant opportunities to further enhance the CS curriculum aligned with students'
needs and social context. The study also concludes that (a) the CS curriculum has
limited flexibility, allowing students to explore their individual interests in areas such
as programming, graphics, or content creation, (b) textbooks are insufficiently-
balanced regarding the distribution of easy and difficult units across the academic
session, (c) there has been less emphasis on hands-on learning and skill development
by allocating more teaching hours to theoretical classes, (d) it demands customizable
CS curriculum based on school facilities and infrastructures to cover a broad range of
schools in Nepal, and (e) a teacher's guidebook, along with teacher training program,
is essential for the effective implementation of the CS curriculum.
The study proposes a revised framework and committee for developing a CS
curriculum. The committee is to include present and alumni CS students for designing
the curriculum as student-centric. The study presents significant implications for
curriculum developers and education policy-managers to develop a student-centric CS
curriculum at the secondary school level aligned with social context.
Description
Keywords
Computer science curriculum, Secondary school, Student-centric