An Assessment of the Alignment of Curricula Operating in the Same Context: A Case Study of Ordinary and Advanced Biology Practical Work in Zimbabwe

Abstract

The research endeavoured to establish the link between two curricula for biology practical work. This was meant to ascertain the adequacy of the Ordinary Level practical work curriculum as it relates to Advanced Level Biology practical work curriculum. A document analysis of both O and A level biology curricula was done. Content was analyzed for science process skills based on Padilla’s 1990 classification of science process skills. The examination papers for both O and A level biology for the year 2019 were analysed for the science process skills examined. Frequencies of the skills were established. Four teachers participated in the research as they provided their views and beliefs about the relationship between the two curricula with regards to science process skills. Findings showed that whilst the curriculum statement for both O and A level biology seem to relate, the examination system and the teacher belief system regarding science process skills development could not consolidate that relationship. The examination system must address what the curriculum statement advocates so as to achieve the intended objectives. Likewise, teachers need to understand and appreciate the curriculum before they can implement it.