Re-Examination of General Certificate of Education (GCE) Ordinary Level Economics Syllabus: Implications for Innovative Policy

Abstract

This paper seeks to find out if the change of General Certificate of Education Ordinary Level Economics syllabus has improved students’ academic performance. Using causal comparative research design, secondary data collected was analyzed using descriptive and inferential statistics. T-test of comparison between groups was used to verify the hypothesis at 0.05 alpha level. The findings indicated that, there are statistically insignificant difference in the mean performance of students who were taught Economics using the old syllabus (1997-2003) and that of those taught using the new syllabus (2004-2008) and (2012-2022). The results revealed that, the time for change, research on implementation processes and coherence of syllabus reform policies were salient policy elements that needed to be taken into consideration when restructuring syllabuses. Based on the findings it was suggested that, region delegates and pedagogic inspectors should organize seminars and train teachers in the light of the new changes in the syllabus.

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