Impact Analysis of Student Centered Inquiry Based Project and Implications on Standards of Science Curriculum in Pakistan

Abstract

This paper aims to analyze the impact of baseline and end-line surveys in terms of its inputs and achievements during three years (2009-2012) project on “student-centered and inquiry-based (SCIB) learning” sponsored by Japan International Cooperation Agency (JICA). The activities of the project included the preparation of science lesson plans, training of master trainers, training of school science teachers, school cluster programs and organizing awareness seminars at the Federal and the Provincial levels that helped in development and continuity of science efforts being made for the implementation of science curriculum in Pakistan. For the purpose to achieve the objectives of the project, a research was designed on survey type of quantitative study. Four instruments and an observation sheet were used for data collection. The sample of the study comprised of 4501 teachers, students and observations made during survey. The data of the study is represented through graphs and a statistical examination is carried out in terms of difference-in-difference estimation. The result of the analysis advocated for an infrastructure of training of science teachers which supports in delivering the lessons effectively and making the science activities interesting. The findings of the study can be linked with implications of SCIB project on standards of science curriculum in Pakistan. The recommendation of the study underpin for improvement in identifying alternate strategies and the options for a more effective and efficient in-service teacher education model. The results of the study can help in exploring the possibilities of sharing and generating cross-cultural studies and projects in science education among other countries.