A study on the adequacy and appropriateness of computer science curricula in Nepali secondary schools
| dc.contributor.advisor | Dil Prasad Shrestha | |
| dc.contributor.author | Yadav, Ajay Kumar | |
| dc.date.accessioned | 2024-12-18T05:51:40Z | |
| dc.date.available | 2024-12-18T05:51:40Z | |
| dc.date.issued | 2024 | |
| dc.description.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. | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14540/23407 | |
| dc.language.iso | en_US | |
| dc.subject | Computer science curriculum | |
| dc.subject | Secondary school | |
| dc.subject | Student-centric | |
| dc.title | A study on the adequacy and appropriateness of computer science curricula in Nepali secondary schools | |
| dc.type | Thesis | |
| local.academic.level | M.Phil. | |
| local.affiliatedinstitute.title | Graduate School of Education |