Okojie Monday U, Bastas Mert, Miralay Fatma
Faculty of Education, Near East University, Nicosia, Cyprus.
Front Psychol. 2022 Aug 18;13:850264. doi: 10.3389/fpsyg.2022.850264. eCollection 2022.
The interest in program- and colleges of education- level evaluation and alignment of student learning outcomes to course content has been increasing over the past several decades. Curriculum mapping establishes the links between content and expected student learning outcomes. Curriculum map is an overview of what is taking place in the classroom; and it includes evaluation tools and activities. Social Studies Department, Federal Capital Territory (FCT) College of Education Zuba, Abuja, recently completed an accreditation exercise by National Commission for Colleges of Education Abuja, Nigeria. The audit reported that there was no match between the student learning outcomes and Social Studies curricula. The purpose of this paper was to align the Nigeria Certificate in Education (NCE) (Social Studies) minimum standards with student learning outcomes to determine gaps and redundancies. The paper also looked at how virtual education enhances curriculum mapping during COVID-19 pandemic. Minimum standards learning outcomes were modified from existing learning outcomes to better align with college learning outcomes and the Social Studies Core and Elective Competencies. All NCE Social Studies courses were mapped to the Social Studies Core and Elective Competencies and assessed to determine the gaps and redundancies. The study used the documentary research method. The purposeful sampling strategy was used to select the research site. Potential gaps were defined as coverage for each competency in about ≤20% of the courses and potential redundancies was considered as coverage of ≥80% of the courses. The mapping exercise revealed gaps; and no redundancies in course content. The findings of the mapping exercises should be used to improve the content provided to NCE Social Studies students at FCT College of Education Zuba, with the overall objective of enhancing the quality of the education provided to those students and helping them to be better students that are prepared for a successful career in Social Studies.
在过去几十年里，对教育项目和教育学院层面的评估以及学生学习成果与课程内容的一致性的关注一直在增加。课程映射建立了内容与预期学生学习成果之间的联系。课程映射是对课堂上正在发生的事情的概述；它包括评估工具和活动。位于尼日利亚阿布贾祖巴的联邦首都地区（FCT）教育学院社会研究系最近完成了由尼日利亚阿布贾教育学院国家委员会进行的认证工作。审计报告称，学生学习成果与社会研究课程之间不匹配。本文的目的是使尼日利亚教育证书（NCE）（社会研究）最低标准与学生学习成果保持一致，以确定差距和冗余。本文还探讨了虚拟教育如何在新冠疫情期间加强课程映射。最低标准学习成果是从现有学习成果修改而来的，以便更好地与学院学习成果以及社会研究核心和选修能力保持一致。所有NCE社会研究课程都映射到社会研究核心和选修能力，并进行评估以确定差距和冗余。该研究采用了文献研究方法。采用目的抽样策略选择研究地点。潜在差距被定义为每个能力在约≤20%的课程中的覆盖范围，潜在冗余被视为在≥80%的课程中的覆盖范围。映射练习揭示了差距；并且课程内容中没有冗余。映射练习的结果应用于改进向祖巴FCT教育学院的NCE社会研究专业学生提供的内容，总体目标是提高提供给这些学生的教育质量，并帮助他们成为更好的学生，为在社会研究领域取得成功的职业做好准备。
