The Effect of a Teacher-Developed Curriculum on Engineering Students’ Assessment Scores and 21st Century Skills
DOI:
https://doi.org/10.46328/ijses.5850Keywords:
Teacher involvement, Curriculum development, Top-down approach, 21st century skillsAbstract
This study aimed to evaluate the effect of a teacher-developed curriculum on grade 11 female Emirati students’ assessments scores and 21st century skills. Qualitative and quantitative methods were used to answer the research questions. A quasi-experiment was set up with two groups consisting of two female teachers and 20 female students. The quasi-experiment focused on evaluating the pre-and posttest scores for the students to ascertain whether a teacher- developed curriculum would show significant improvements in students assessment scores. Further, an observation of a top-down and teacher-developed lesson was conducted and carefully analyzed to overlook the 21st century skills deployed by the female students. The results of the quasi-experiment showed that students assessment scores improved under both treatments and there was no significant difference in the assessments scores of students who were taught through a teacher-developed curriculum. However, a teacher-developed curriculum enhanced the use of the students’ 21st century skills.
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