Curriculum Implementation Strategies of Primary and Secondary School Teachers in Georgetown

Abstract

There is a paradigm shift from the traditional instructional strategies to innovative instructional strategies in order for schools to produce graduates who can successfully function in a dynamic society such as the Guyanese society. To achieve this, it is important for curriculums to be effectively implemented among other factors. This is particularly important noting the existence of mixed ability classes in the school system in Guyana. Hence this study focused on curriculum implementation strategies of teachers in the primary and the secondary schools in Georgetown, Guyana. The curriculum implementation strategies were in terms of the teaching and assessment strategies. It was a survey descriptive study of 98 (ninety-eight) teachers in Georgetown. A questionnaire was used to gather data for the study; mean and t-test were used for the analysis. The result of this study showed that the primary and the secondary school teachers highly used traditional instructional strategies, but minimally used innovative instructional strategies; the primary and the secondary school teachers highly used traditional mode of assessment, but did not use performance mode of assessment. The result of this study therefore had implications for effective curriculum implementation and associated outcomes.