Effect of Examination Conducted by Punjab Examination Commission on Curriculum at Elementary Level in the Punjab
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Date
2018
Authors
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Journal ISSN
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Publisher
University of Management & Technology
Abstract
The purposes of this mixed methods explanatory sequential study were: (1) to
investigate effects of examination, conducted by the Punjab Examination Commission for
grade VIII, on curriculum and instruction, (2) to identify pressures associated with result of
the examination, (3) to explore ination, and (4) to identify uses of
result of the examination. Five hundred and twenty six elementary school teachers who
taught to grade VIII were randomly selected from seven different districts of the Punjab to
complete survey in quantitative part of the study. Survey instrument designed for this study
contained 112 closed response Likert scale items. Semi-structured interviews were used to
collect data for qualitative phase of the study. Maximum variation strategy of purposive
sampling was used to select 28 elementary school teachers for qualitative part of the study.
These teachers were chosen from larger sample took part in quantitative phase of the study.
The purpose of the qualitative part was to further explore quantitative results. The metainferences
revealed that the examination has not only narrowed curriculum and instruction
but learning of the students as well. Teachers were pressurized by school principal and
district education authority for good result in the examination. Consequences associated with
result of examination influenced teachers to use helping books, old exam papers and practice
tests in their classes. Most of the teachers used instructional strategies which were teacher
centered and focused on drill and practices of the content likely to appear in examination.
Teachers were of the view that the examination was not improving education at elementary
level because students attempted MCQs without understanding, no or very limited focus on
untested subjects and even selective study within tested subjects. Teachers, irrespective of
school location and type, shared that the examination was not credible, lacked fairness,
invigilation and marking quality was poor and felt threat to their career because of the consequences associated with the result of the examination. It was further explored that
teachers and school made very limited use of result of examination. Participants of the study
were of the view that the examination was not high in stakes for students but it is for teachers.
This study has multiple implications for bringing improvement by consulting teachers who
are working in the field and confront with the unintended consequences of educational
reforms.
Description
Dr. Abdul Hameed
Keywords
Punjab Exam ination Commission, Effect of Examination on Instruction, District Education Officer, Ph.D