Doctoral Dissertations

Date of Award

12-1984

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Education

Major Professor

Henry Frandsen

Committee Members

John S. Bradley, Donald J. Dessart, Janet R. Handler

Abstract

Problem and Purpose: This study attempted to investigate the following question: "What are the potential and substantial contributions that curriculum theories could make to the current Iraqi curricular practices of the Mathematics Master's Program (MMP)?" Its main purpose was to develop a set of guidelines for the curriculum of the MMP. The curricular guidelines were based on theoretical principles drawn from a content analysis of alternative curriculum theories with specific considerations given to the situations in the Third World countries and the perceptions of curriculum experts, MMP administrators, teachers, students, and graduates regarding the curriculum prevailing at present and preferred in the future.

Methods and Procedures: A content analysis of four curriculum theories and a set of assumptions regarding the goals of the MMP were used to develop 20 curricular guidelines with a reconceptualist/reconstructionist basis. Perceptions were drawn from data gathered from a sample of 47 subjects, representing two universities, Baghdad and Mosul, using a questionnaire and interviews. These data were collected in Winter 1983. Nonparametric statistical techniques were used to analyze these data.

Findings and Conclusions: Of 20 curricular guidelines drawn from theoretical considerations, eight were supported by the respondents in the study and two were opposed. The study did not provide enough information to judge the others. More than 90% of the questionnaire items showed positive differences between the respondents' ideal and actual perceptions. These differences imply a need for major changes in the MMP curriculum.

Recommendations: The curriculum planning paradigm developed in this study can be effectively applied to a broad range of educational decisions. Alternative paradigms should be developed and compared. Specific changes are recommended in administrative, instructional, and curricular details of the MMP to bring them closer to those developed by the model. A replication of this study is recommended using a sample from another Third World country.

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