CURRICULUM ALIGNMENT AND INSTRUCTIONAL DELIVERY OF GLOBAL CITIZENSHIP AND PEACE EDUCATION IN SOCIAL STUDIES–RELATED COURSES IN TERTIARY INSTITUTIONS

Abstract

The study investigated the extent of curriculum alignment, instructional delivery methods, the connection between curriculum alignment and instructional delivery, and the effect of instructional methods on the learning outcomes of students. The study was guided by four research questions. The study used a mixed-methods, explanatory design. The study population comprised 1,280 teachers and tertiary students from three chosen institutions. Purposive, stratified, random, and convenience sampling techniques were used to select 384 participants (60 teachers and 324 students). Curriculum Alignment and Instructional Delivery Questionnaire (CAIDQ), validated, was used for data collection. The study used t-tests to analyze the data collected. Findings indicated moderate to high levels of curriculum alignment in conjunction with participatory instructional methods. It also showed a strong positive correlation between curriculum alignment and instructional delivery, and notable differences in learning outcomes among the institutions. It is recommended that curriculum refinement, lecturer professional development, making ICT available, allocating resources equitably, and improvement in the ways the goals of the curriculum are explained to the stakeholders are undertaken.