Abstract
The aim of this study was to look on the effects of the COVID 19 on the implementation of secondary schools curriculum in Morogoro Municipality. The objectives of this study were to assess curriculum implementation before the COVID 19, to find out what happened to the curriculum implementation when schools were closed and to determine compensatory strategies after schools were opened. The study involved 5 (five) Ordinary secondary schools with different socio-economic status. There were 90 respondents; these include 60 Form three students, 10 Parents, and 20 Teachers. It mainly employed qualitative approach. Data were collected through semi- structured interviews and focus group discussion. Data analysis was done qualitatively. The study was mainly guided by Socio-cultural (Social Constructivism) theory. The theory was thought to be an appropriate theoretical framework to underpin this study. This theory helps to explain how curriculum implementation was influenced by the level of learner’s assistance to learn. The study used case study research design. Findings show that before the pandemic students were all well supported to learn both at home and at school where teachers, peer students and parents played the role of supporting the learners. Findings show that when schools were closed there was no implementation of the curriculum; most of the students were not supported to learn. Only 27 out of 60 students were supported to learn, yet the assistance was very limited so curriculum was not implemented. Findings revealed that when schools were opened various strategies were adopted by the schools to compensate the time that was lost during schools closure, these include, adjustments in the school timetable, improvement in assistance by teachers, encourage peers assistance and encourage learners to read by borrowing books. These strategies helped the schools to compensate the time lost also to cover up most of the subject contents. Few learners who were left behind by teachers due to high speed to teaching were assisted by their fellows. The researcher recommends that the Government should invest much on technology in educational institutions where teachers and student could meet online even when they are separated. The researcher also recommends further study to be conducted on the effects of the COVID 19 on the primary school curriculum implementation. Also the same study can be conducted in other Regions. Key words: COVID 19, Effects of COVI 19, Curriculum, Curriculum implementation, the curriculum implementation during the school closure. DOI: 10.7176/RHSS/11-18-09 Publication date: September 30 th 2021
Highlights
Corona virus pandemic (COVID‐19) is dominating the lives of everyone, and its history is constantly being rewritten
“When the schools were closed I was not able to go visit my friend whom we discussed together, so my Father looks for me a private teacher who was assisting me at home alone” The researcher wanted to find out why 33 of the learners were not assisted to learn during the school closure
The researcher concludes that, from the findings of the study it was revealed that the COVID 19 pandemic affects the implementation of the secondary school curriculum, because it resulted in school closure, which in turn affects the interaction between teachers and students the level assistance to the learner
Summary
Corona virus pandemic (COVID‐19) is dominating the lives of everyone, and its history is constantly being rewritten. On 31st December 2019, the World Health Organization (WHO) was formally notified about a cluster of cases of pneumonia in Wuhan City, home to 11 million people and the cultural and economic hub of central China. On March 11, 2020 the World Health Organization (WHO) declared Covid-19 a global health emergency, no cases had yet been reported in Tanzania. On 16th March 2020, the Ministry of Health of Tanzania announced the first case of COVID-19. This paper presents and discusses findings of a study conducted from 2020 to 2021 on the effects of schools closure for three months between March 2020 and June 2020 as a result of the COVID 19 pandemic. The theory emphasises that learning is more effective when learners are supported by More Knowledgeable Others (MKO). It is understood that school learning follows the school curriculum and is mainly facilitated by teachers, who are the main implementers of the curriculum
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