Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23695
Title: 
Authors: 
Keywords: 
Parallel Curriculum Model
Critical thinking
Creative thinking
Conceptual thinking
Problem solving
Issue Date: 
2022
Citation: 
Lim, Y. H., Lee, J. K., Ng, W., & Teo, T. W. (2022). Implementation of PCM in a Singapore school: Impact on students' learning outcomes. The Journal of Educational Research. Advance online publication. https://doi.org/10.1080/00220671.2021.2019659
Journal: 
The Journal of Educational Research
Abstract: 
This paper reports on the evaluation results of the implementation of the Parallel Curriculum Model (PCM) in a Singapore secondary school for Grades 7-10. PCM was adopted by the school in 2016 to provide a comprehensive framework for designing the school’s curriculum around the core, connections, practice, and identity. Two years into the implementation, a systematic review was conducted to evaluate the efficacy of this model on students’ learning. A 39-item 5-point scale survey instrument was conceptualized to measure students’ self-perception around four constructs—(a) critical and conceptual thinking, (b) problem solving and communication, (c) creative thinking, and (d) learning strategies adopted in the context of PCM curriculum. Rasch analysis of 862 students’ level of agreeability to these four constructs reported positive self-views. They also reported engaging effective learning strategies in the PCM curriculum. This study contributes to the paucity of research in evaluating the efficacy of the PCM on students’ learning.
URI: 
ISSN: 
0022-0671 (print)
1940-0675 (online)
DOI: 
File Permission: 
Embargo_20230801
File Availability: 
With file
Appears in Collections:Journal Articles

Files in This Item:
File Description SizeFormat 
TJER-2022-019659.pdf
  Until 2023-08-01
695.1 kBAdobe PDFUnder embargo until Aug 01, 2023
Show full item record

Page view(s)

52
checked on Feb 1, 2023

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.