The Quality Of Curriculum Implementation In Enhancing Saint Therese Inclusive Non-Violence Secondary Schools Academic Achievement In Misungwi District, Mwanza Tanzania

Abstract

The aim of the study was to determine whether or not implementing the newly reformed curriculum was effective in improving academic performance in Saint Therese Inclusive Non-Violence Secondary Schools in Misungwi District, Mwanza, Tanzania. In the survey design, the data were collected using a structured questionnaire. The study sample consist of 344 participants including 320 students, 12 teachers, and 12 administrative staff using purposive in combination with simple random sampling. Purposively sampled administrators and key stakeholders were purposively selected for their roles attributable to policy implementation. In all, 300 students were randomly selected. The research instrument known as Quality of Curriculum Implementation in Enhancing Saint Theresa Inclusive Non-Violence Secondary Schools Questionnaire (QCIESTINSSQ) was administered together with students’ terminal results to measure academic achievement. The consistency of the instrument was confirmed by its reliability (Cronbach's Alpha: 0.71–0.83). Data were analyzed using descriptive statistics. Majorly, it found that the teachers’ understanding and attitude of inclusive non-violence education strongly affected academic achievement of students. Improved teacher orientation and application of student-centered teaching strategies were recommended to enhance academic performance.