Using CIPP Model to Evaluate Online Teacher Training Programme for Single National Curriculum, 2021

Abstract

The main focus of this study was to evaluate the teacher training programme imparted for the implementation of Single National Curriculum (SNC), 2021 and to evaluate whether the online Teacher Training Programme with respect to suggested pedagogies in Single National Curriculum, 2021 was successful or not. In the context of implementation of Single National Curriculum (SNC), 2021, this study was conducted to examine the Teacher Training Modules considering instructional strategies and to investigate the opinion of teachers in the light of training imparted in pedagogies and instructional strategies. Similarly, the opinion of students of class V with respect to classroom pedagogies practiced by English language teachers after getting Online Training was also explored. For this purpose, a concurrent mixed-method research design involving both the qualitative and quantitative data and techniques was adopted to evaluate whether the teacher training had enabled the teachers to gain updated knowledge and skills pertaining to competencies, standards, benchmarks, and SLOs in light of suggested pedagogies, instructional strategies, and assessment techniques and had ability to adapt to the Single National Curriculum after getting training and how well SNC was implemented in terms of pedagogies. Stufflebeam’s (2017) CIPP model of programme evaluation was used for evaluation of this training programme. For analysis of all the four components of CIPP model, Context, input, process and output of the training programme, content analysis of training modules was analyzed, questionnaire data was collected from a sample of 900 English language Primary School Teachers (PSTs) trainees and 15 Master Trainers were included in the study, along with 135 students of Grade-V. The process of implementation of teacher training programme, classroom observation checklist was also used to investigate class room practices of the English language teachers. Six lessons in six schools (three male, three female) were observed. Moreover, interviews with Master Trainers were conducted for triangulation of results. Data analysis depicted that although training modules contained material and content related to the competencies, standards and bench marks regarding oral communication skills, writing skills, and vocabulary development, the training modules lacked material regarding ethical and social behavior, reading skills and listening skills. Trainee teachers considered that there was alignment of SNC with Training Modules (M =3.6). However, teachers found nearly undecided about General Aspects of Training yielding score (M= 3.3). On the other hand, they were nearly agreed on learning new assessment techniques during their training as depicted in the score of (M= 3.7). The same score (M =3.7) was gained on their opinion about learning new pedagogies. Similarly, students were nearly agreed (M =3.9) about their English language teachers’ using new pedagogies in their class. Moreover, students were highly agreed with the usage of their teachers’ adaptation of new assessment techniques in their English class (M =4.2). Score (M= 2.7) gained on the classroom observation checklist revealed that English language teachers were using newly learnt skills in their classroom. Interviews with the master trainers indicated that the online model adopted for teachers training was best suited to the circumstances of prevailing COVID-19 situation. Although there was some lack in alignment of content of curriculum guidelines and training modules, the training was successful in disseminating knowledge and skills related to the Single National Curriculum, 2021 to a very large number of teachers throughout Punjab within a limited time period of three months. There is a need, to included new content and modules of English language training for fulfilling all the needs of curriculum and to conduct a comprehensive training exclusively for English language teachers. Similarly, follow up of the training needs to be conducted to monitor effective curriculum implementation. Moreover, to pinpoint the effectiveness of the training, comparative analysis of students’ performance in the summative assessment should be investigated in future research studies.