Fidelity approach to curriculum implementation: A case of transacting the Core English curriculum in senior secondary schools in the Brong Ahafo Region of Ghana

Abstract

The purpose of the study is to find out the extent to which teachers faithfully commit themselves to the fidelity approach to curriculum implementation in transacting the Core English curriculum. The main design used in the study was descriptive survey. The study covered all the seven public senior secondary schools in Sunyani District in the Brong Ahafo region of Ghana. The sample comprised 150 students and all the 31 teachers of English. The number of students selected from each school (SSS 3 students) was a proportion of the total number of students drawn for the study. The researcher used a questionnaire as the main instrument for data collection. This main instrument was triangulated with a classroom observation. The findings show that the teachers had the requisite qualification to have faithfully implemented the Core English programme with a high degree of fidelity. The fmdings, however, indicate that the teachers did not faithfully commit themselves to the fidelity approach to curriculum implementation in transacting the core English curriculum. The study therefore reveals a very minimal degree of teachers' commitment to the fidelity model in the implementation process. Teachers' non-commitment to the fidelity model of implementation could be attributed to a number of factors. Among these factors are teachers' non-involvement in core English programmes that could enhance delivery and learning, lack of clarity about certain aspects of the curriculum and inavailability of curricular materials - teacher's manual- that could help transact the curriculum.