ENSURING UNIFIED LEARNING: EVALUATING THE IMPLEMENTATION OF ENGLISH TEACHING METHODS IN SNC CURRICULUM

Abstract

This study examines the gap between the intended and enacted implementation of teaching methods of the English Single National Curriculum (SNC) in Pakistan. It specifically focuses on discussion, role play, concept map, jigsaw, and inquiry teaching methods. The present study used a quantitative research design, and data was gathered through a self-administered survey (SNCETMQT) of 268 grade 5 English teachers in public primary schools in the Sheikhupura district. The study revealed that discussion method showed a relatively high implementation rate of 71%, while 29% gap exists, role play method with a implementation rate 60%, while 40% gap exists, concept map method also shows implementation rate of 60%, while 40% gap exists, jigsaw method highlights implementation rate of 69%, while 31% gap exists, inquiry method with only 36% implementation rate while 64% gap exists. The study also found notable differences between urban and rural teachers in the implementation of certain methods. Urban teachers rated the concept map method higher, while rural teachers rated the inquiry method higher. These differences suggest that contextual factors, such as access to resources and professional development opportunities, play a significant role in how teaching methods are perceived and implemented. To bridge these gaps, it is recommended that policymakers and educators allocate more resources for professional development and provide ongoing support to teachers. Training programs should focus on equipping teachers with the skills and knowledge to implement diverse teaching methods effectively. Additionally, efforts should be made to ensure that all schools have access to the necessary instructional materials and resources.