Modular Approach to Curriculum Development: Teaching Of International Relations

Abstract

This paper examines the effectiveness of modular approach in delivering curricular objectives in the specific context of the M.A. International Relations (IR) programme of the University of Modern Languages (NUML), Islamabad. The validity of the concept was demonstrated by the researcher through classroom trial of reorganized and enriched modular contents pertaining to Theories of International Relations, one of the courses taught as part of the said programme. The intended objectives of the developmental study were secured to significant degree of success as shown through statistical confirmation of learning gains obtained in a test-teach-retest cycle. The research design was geared to assess students' learned awareness of national and global concerns and his/her sensitivity to core cultural issues. The findings firmly established modular approach to curriculum as being contemporarily valid and effective in its specific context and, concomitantly, reconfirmed the findings of earlier researches by other NUML researchers pertaining to the effectiveness of modular approach. The modules developed as part of the research undertaking are intended to serve as an example for enthusiastic and dedicated teachers to follow in their grass-roots level endeavor towards further modular conversion of NUML curricula.

Headnote

Abstract

This paper examines the effectiveness of modular approach in delivering curricular objectives in the specific context of the M.A. International Relations (IR) programme of the University of Modern Languages (NUML), Islamabad. The validity of the concept was demonstrated by the researcher through classroom trial of reorganized and enriched modular contents pertaining to Theories of International Relations, one of the courses taught as part of the said programme. The intended objectives of the developmental study were secured to significant degree of success as shown through statistical confirmation of learning gains obtained in a test-teach-retest cycle. The research design was geared to assess students' learned awareness of national and global concerns and his/her sensitivity to core cultural issues. The findings firmly established modular approach to curriculum as being contemporarily valid and effective in its specific context and, concomitantly, reconfirmed the findings of earlier researches by other NUML researchers pertaining to the effectiveness of modular approach. The modules developed as part of the research undertaking are intended to serve as an example for enthusiastic and dedicated teachers to follow in their grass-roots level endeavor towards further modular conversion of NUML curricula.

Keywords: Curriculum Development; Modular Approach; International Relations

Introduction

The modular approach and its attendant research methods have been in vogue for several decades. However, research needs to be specific to local situations and practices in order to produce comprehensive teaching materials and invoke effective strategies so as to ensure proper manipulation of variables that influence the learning outcomes. When developed with due regard to the principles of curriculum development as expostulated by Ausbel, Beauchamp, Postlethwaite, Piaget, Bruner, Vygostsky, Taba, Zais, Gardner etc. the modular approach helps secure learning outcomes in a broader scope thus effectively de-encapsulating a curriculum otherwise confined in its reach by narrow definition of objectives.

Rigidly textbook-bound curriculum fails to capture the imagination of the teachers or broaden the minds of the students. It promotes rote learning that precludes internalization of knowledge. The student does not develop a proper worldview, a sense of prudence and a commitment to peace that is crucial to a prospective diplomat for success in chosen career. In absence of modular arrangement of curricular material, the teacher is not bound to follow any particular scheme and therefore sequence and continuity of contents cannot be ensured.

The aim of this paper is to assess the effectiveness of the modular approach to curriculum development in teaching of M.A. (IR) courses at NUML. The research effort was organized to respond to the following questions:

1. Is modular approach to curriculum effective in delivering curriculum objectives of M.A. (IR) programme of the University of Modem Languages, Islamabad?

2. Does the present research re-confirm the findings of earlier researches by other NUML researchers pertaining to the effectiveness of modular approach?

The Research was accordingly designed to secure the following specific objectives:

1. Demonstrate the effectiveness of modular approach to curriculum in the specific context of NUML M.A. (IR) classroom through teaching and evaluation of proposed modules in respect of one of the courses through test-retest cycle.

2. While re-organizing the material, incorporate opportunities for increased teacherstudent and contents-student interaction, and add evaluation mechanism for immediate confirmation of successful transmission of individualized concepts.

3. Facilitate development of awareness of national and global concerns, sensitize the students to core cultural values and prime concerns, and motivate them towards diplomatic career.

4. Enable students with analytical, communication, negotiation, problem-solving and job-related skills to prepare them to compete in professional life.

Review of Literature

Modular Approach

The conceptual framework of modular approach is rooted in the ideas that brought a revolution in the cognitive theory starting around 1960. Ausbel, Beauchamp, Postlethwaite, Piaget, Bruner, Vygostsky, Taba, Zais, Gardner, and lately Posner, Pring, and Petrina, etc. emphasized the need for learning how knowledge is constructed in student's brain, how it should be organized and transmitted and, how it should be evaluated.

What is a Module?

Oxford Dictionary defines 'module' as "modul-us small measure, limit or standard of measure, machine for water, module in architecture, also rhythmic measure..." Under Para 2d. Poet. Module is described as a model for imitation, a type or pattern of excellence, a perfect exemplar of..." Under 4d. Arch. Module is denoted as "one of a series of production units or component parts that are standardized to facilitate assembly or replacement and are usu. prefabricated and self-contained structures". Under 4g. Module is stated as a unit or period of training or education.

5. N. Postlethwait (1985), in entry under the title 'Modular Approach' in International Encyclopedia of Education describes 'Module' as:

... a self-contained and independent unit of instruction with the primary focus on a few welldefined objectives. The substance of a module consists of materials and instructions needed to accomplish these objectives. The boundaries of a module are definable only in terms of stated objectives.... a self contained instructional package covering a single conceptual unit of subject matter. (Vol.6, p. 3398).[1]

Based on Creager and Murray's study of 1971, S. N. Postlethwait (1985) describes a module as consisting of the following components: (1) Statement of Purpose; (2) Desirable prerequisite skills; (3) Instructional objectives; (4) Diagnostic pretest; (5) Implementers for the module; (6) The modular programme; (7) Related experiences; (8) Evaluative post-test; (9) Assessment of module.[1]

Modular Curriculum

UNESCO approved definition of a Modular Curriculum is: "Organization of the curriculum or of instructional courses in self-contained units designed for management by the learner" (http://www.ukat.org.uk). [2] The International Bureau of Education (IBE), a UNESCO Institute and an integral part of it, uses the term 'modular training' instead of modular curriculum depending upon the nature of undertaking (IBE Official Website). [3] In the Finnish application of the modular curriculum every single subject (course) is broken down into a sequence of modules. Each module is taught separately. University of New South Wales in Australia uses modular approach in their Gifted Education Professional Learning Package that consists of six modules (http://www.gerric.arts.unsw.edu.au). [4] S. N. Postlethwait (1985) writes: "Nearly all individualized instruction is based on the use of modules, minicourses, conept-o-packs, or otherwise defined components of a whole" (p.3398).[1]

Previous researches that support modular conversion programme at NUML includes one by Soofiana Khatoon (2004), who researched 'Differential moral sense development through modular and traditional approaches'. Khatoon opines:Self instructional units allow teachers to focus on student deficiencies in subject matter that must be corrected and also serve to eliminate the necessity of covering subject matter already known by the student.... Modules are designed in such a way that students can read it even without the help of teacher.... The approach encourages the comprehension rather than the memorization of facts (pp. 12-13).[5]

Innovative Applications of Modular Approach

Modular approach has seen many innovative applications. Notable among these are: Postlethwait's Audio-tutorial Approach, Fred Keller's Personalized System of Instruction, Smith, Stanley and Shores Model, and DACUM.

Audio-tutorial Approach

S. N. Postlethwait (1972) had started using audio tapes to supplement the instructions called 'minicourses' in botany at Purdue University in early 1960s. The system consisted of audiotapes, printed study guides, visual aids, and actual botanical samples. 'Mini-courses' permitted variable credit, self-pacing and employing teaching assistants 'to aid students in understanding complex concepts'. Postlethwait reported that the audio-tutorial approach had proven to be an effective and successful learning experience for many students (Postlethwait et al. 1972).

Personalized System of Instruction

In 1963 Fred Keller and Gilbert Sherman developed a 'Personalized System of Instruction' called the 'Keller Plan'. The approach used written materials and tutors to provoke student's interest and test the student's progress over individualized subject matter units. Research data indicated 'significant improvement of learning when this approach is properly implemented' (Keller, 1968). James A. Kulik and his co-workers furthered the research on 'Personalized System of Instruction' (PSI) and concluded that 'students in PSI courses generally outperform students in conventional courses' (Kulik et al. 1976).

Web-casting / Multi-casting

Web-based multimedia is widely in use in Europe, US and Australia both for institutionbased instruction as well as distance-learning. The expositions that are invariably in modular form are broadcast on FM as well as web-cast on internet live. Students can interact with the professor in real time. Web-cast facilitates interactive learning to students in their work places or at home. The facility is in use by several universities such as Leicester and Middlesex in the UK (http://www.multimedia.co.uk).[6]

Approaches in Organized Curriculum Development

Several approaches have been employed for curriculum development at organizational level. Only two are mentioned below:

Smith, Stanley and Shores' Action Research Model

Developed by Smith, Stanley and Shores and described in their book Fundamentals of Curriculum Development (1957), this model stresses that 'curriculum change is social change' involving parents, students and teachers. Its strength resides in the relationships between these actors, school and community organization, and the authority of professional knowledge. Smith and co-authors emphasized that the curriculum exists in the 'extensive web of expectations' prevailing in the community, that Action Research is cyclic in nature, and stated that it goes through the following four essential stages (p. 444):

1. A diagnostic study of the school-community situation to ascertain the constellation of forces that maintains the present curriculum.

2. The induction of change in the existing equilibrium so as to loosen up the established constellation of forces.

3. The control of various forces in order to move the level of curriculum practice in the desired direction and to the desired amount.

4. The establishment of the new constellation of forces to sustain the new curriculum (as cited in Zais, 1976, p. 466).

DACUM Approach to Modular Curriculum

Another interesting alternative application of modular approach is DACUM (Developing A CurriculUM). The DACUM process is a structured type of occupational or 'task' analysis that is used to identify knowledge gaps and improve curriculum. The basic characteristics of the DACUM are:

1. Curriculum needs to include 'real-world' preparation for an occupation.

2. An occupation can most effectively be described in terms of successfully performed 'job tasks' or competencies.

3. The 'expert worker' is the best resource for recognizing and describing job tasks.

The DACUM process comprises three main elements: (1) needs assessment, (2) a data gathering workshop, and (3) curriculum development. The idea in holding a workshop is to "bring together a focus group of expert workers in a specific field or occupation for a brainstorming session to produce a chart that lists the tasks performed by an entry-level worker in the occupation" (http://www.dacum.org). [8] Brainstorming techniques are used to discuss and reach a consensus on a job title, job description, and identification of the areas of competency and tasks. Robert Norton states that DACUM is a 'significant technique for initiating needed cooperation (between business and education) in tech-prep (Norton: 1993]'. [8]

Wills notes that the DACUM process 'tends to produce training materials that are highly task specific' [Wills 1993]. Hanser states that 'One breakdown in the school-to-work transition process stems from the inability of traditional job and task analysis methods to help us identify, understand and communicate the skills needed for success in the high performance workplace [Hanser: 1995]'.[8]

Awareness of National and Global Concerns

Awareness, consciousness, concept, thought, knowledge and action are the operative terms in our understanding of information processing in student's mind. 'Aware' is defined by the Oxford Dictionary (1989 2nd ed. Vol. I) as: "Watchful, vigilant, cautious, on one's guard, informed, cognizant, conscious, sensible". 'Awareness' is defined as: "The quality or state of being aware; consciousness". 'Consciousness' is defined as: "The state or faculty of being conscious, as a condition concomitant of all thought, feeling and volition; 'the recognition by the thinking subject of its own acts or affections". The Dictionary extends the meanings of the term to collective consciousness: "Joint or mutual knowledge attributable as a collective faculty to an aggregate of men, a people, etc., so far as they think or feel in common; internal knowledge or conviction; the state or fact of being mentally conscious or aware of anything". 'Concept' is defined as "A thing conceived... 'draft of abstract', thought, idea, disposition, frame of mind, imagination, fancy, opinion". 'Conception' is defined as: "The action or faculty of conceiving in the mind, or of forming an idea or notion of anything; apprehension, imagination" (pp.653-655). [9]

Brazilian educator Paulo Freire, the author of Educacao como Pratica da Liberdade and Padagogy of the Oppressed (1970) uses the term 'conscientizacao' that stands for "learning to perceive social, political, and economic contradictions, and to take action against the oppressive element of reality" (p.19). [10]

Abdullah Umer Nasseef (1994) quotes three types of awareness recommended by D. Dickson to be generated through science-education curricula and adds a fourth one viz. religious awareness:

What Dickson proposes as a solution to (social) problems is to introduce three types of awareness in science education: (1) social awareness including an awareness of relationship between science and society; (2) environmental awareness i.e. impact of science on physical environment and ecosystem; and (3) global awareness that should result in a sensibility towards problems encountered in developing the world and those faced by the less-developed nations, and that of the role played by science and technology in creating these problems.... I agree with Dickson but he has forgotten the fourth type of awareness, that is, religious awareness that holds a central place in the trio of (aforementioned) types of awareness (p.101). [ll]

Research instruments were accordingly designed to test awareness of war, peace, terrorism, democracy population explosion, migration, tourism and travel, food, famine, aridity issues, sharing of water resources, public health, pollution and conservation of fish and wildlife, sovereignty, security, identity, dignity; trade, cultural and educational concerns.

Theories of International Relations

The modules developed for the purpose of this research broached the following areas and domains: world politics; nationalism and transnationalism; national states - the traditional structure; the world system, the state and the individual; the international political economy; idealism and realism in state politics; geopolitical theories; imperialism, colonialism and fascism; super power and hegemony; communication, negotiation and decision-making skills; liberalism; and national and global concerns. The teaching materials were organized in twelve modules, each roughly equating one week's load.

Foundational Principles of Curriculum Development

George J. Posner reflects that George Beauchamp's description of curriculum (in Posner's typology) has two different senses: (1) a document is a product not a process; (2) it is "used as a point of departure for instructional planning" (Beauchamp, 1972, pp.55-66). [12] Posner sums up the views of curriculum specialists:

Some definitions promote a particular doctrine and are thus programmatic. Phrases such as "experiences ... having a maximum of life-likeness for the learner" (Rugg, 1927, p. 18) and "set up in the school for the purpose of disciplining children and youth in group ways of thinking" (Smith, Stanley, and Shores, 1957, p. 3) are highly programmatic. Others such as those of Goodlad and Richter, Saylor and Alexander, Wilhelms, Beauchamp, Ragan, and Krug ... make no statement prescribing an ideology for the curriculum and are, therefore, non- programmatic or descriptive. Programmatic definitions take a position, and exhort; whereas nonprogrammatic definitions describe the nature of curriculum (pp.55-60).[12]

Zais in Curriculum: Principles and Foundations' (1976) describes the following sources of aims, goals and objectives: (1) Empirical Sources viz. studies of the society, studies of the learner and self-integrative needs such as those for self-realization; (2) Philosophical Sources; and (3) Subject Matter Sources (pp. 301-305). [13]

Pring R. (n.d.) quotes from Bamstein On the Classification and Framing of Educational Knowledge in Young (1971): "How a society selects, classifies, distributes, transmits and evaluates the educational knowledge it considers to be public reflects both the distribution of power and the principles of social control (p. 145-146)".[14]

Hypothesis

"The students of M.A. (IR) class at NUML taught through a modular approach to curriculum will perform better than those taught through traditional methods, in that, they will demonstrate a higher level of awareness of national and global concerns, and a higher degree of sensitization to core cultural values, and, will make a bold choice of career when compared with the latter".

Methodology

For classroom trial the population was divided into two groups. The Experimental Group, identical in 'entry conditions' to the Control Group, was subjected to treatment. Both groups were subjected to pre-test and post-test. The differential gain was measured for the 15 students each that participated in the experiment. The learning gain thus registered was considered attributable to teaching under modular approach and improved teaching strategies.

Research Design

The research followed the following design:

A period of four months was allowed between pre and post tests.

Data Collection

Population and Sample

The population of the M.A. (IR) programme of the National University of Modem Languages, Islamabad averages 150-180 students at any given time. The sample Experimental Group comprised one typical class, in this case Semester 1 (Morning Session) numbering 15 students denoting 10% overall representation.

Randomization of sample was not possible as the teaching experiment and testing was related specifically to one particular course viz. 'Theories of International Relations' at one specific level i.e. Semester 1.

The Instruments

The following instruments were used for the purpose of tests: (1) Instrument No. 1: Current Affairs Quiz; (2) Instrument No. 2 - Awareness Measuring Scale; (3) Instrument No. 3 - Sensitivity to National Culture and Interests tested through a subjective report; and (4) Instrument No. 4 - Motivation, Self regulation and Self-Efficacy through a self report that demanded a declaration of career choice.

Controlled Variables

Independent Variable: Teaching of IR concepts and selected job-skill training through the modules in the classroom was regarded as the Independent Variable. Cognition of new knowledge and modification of behaviour was considered dependent upon and attributable to this independent variable.

Dependent Variables: The following likely outcomes of the treatment were identified as the Dependent Variables that signified desired cognition and modification of behaviour attributable to teaching through modules:

(1) Awareness of national and global concerns;

(2) Sensitivity to core cultural values and prime interests; and

(3) Exercise of bold option in the matter of choice of diplomatic career.

All indicators lay in the domain of 'Consciousness'. All were quantifiable and verifiable through the means of purpose-designed questionnaires and reports.

Uncontrolled Variables

The following variables pervaded the class trial and could not be controlled during the treatment and / or testing: (1) Possession of sophisticated learning competencies; (2) Individual Student's Concept of Self-Efficacy; (3) Intensity of exposure; (4) Associational Learning; and (5) Internet Access / Media Exposure.

Data Analysis

Statistical Treatment

Hypothesis was tested through a pre-test-treatment-post-test cycle. Data was subjected to statistical treatment in quest of significance in respect of intra-group and inter-group difference between means of the observed raw scores:

Findings/Inferences/Recommendations/Conclusion

Findings

The researcher found the students, initially, to be contented with bare minimum knowledge and a mere superficial understanding of the concepts, having formerly been subjected to rote learning as the preferred mode of learning. Through diverse stimuli the rote syndrome was attenuated and students were encouraged to find self-motivation intrinsically and build on their inner sense of achievement in having mastered new knowledge and skills rather than seek superficial performance indices based on mere reproduction of text. Students were now required to demonstrate their understanding of the concepts through participation in class discussions which were rather frequent.

There were signs of visible change within a fortnight once the students' fears of ending up with poor grades were allayed. By and by they understood the new rules of the game. 'Authority' in classroom was replaced by participation, diligent note-taking by understanding the concept, and chasing of the pre-supposed expectations of the lecturer by fulfilling the demands of the subject. Researcher's effort met wholesome success when students who were initially reluctant even to ask questions or volunteer an answer started contributing to group discussions and defended their view point of view vehemently.

Perhaps the most rewarding moment for the researcher was when during a role simulation exercise, the group leaders simulating as Prime Ministers of two belligerent nuclear-armed nations were observed to be 'realistically' under pressure in virtual environment.

Inferences

As evident from the data shown in Table 1, while the two groups entered at compatible levels, the Experimental Group performed better than the Control Group vis-à-vis both the indicators. The following is observed from the statistics:

1. Experimental Group and Control Group comprised 15 members each that had identical and comparable background as evident from Pre-Test scores.

2. Experimental Group's Mean Post-Test score on 'Awareness' Scale (8.93) was higher than its Pre-Test score (6.87) by a factor of 2.06 on a scale of 16 representing a gain of 30% over its Pre-Test score. The gain was considered attributable to teaching through modular approach.

3. Experimental Group's Mean Post-Test score on 'Sensitivity' Scale (6.47) was higher than its Pre-Test score (5.20) by a factor of 1.27 on a scale of 7 representing a gain of 24.4% over its Pre-Test Score. The gain was considered attributable to teaching through modular approach.

4. Experimental Group's Mean Post-Test score on 'Awareness' Scale (8.93) was higher than Control Group Post-Test score (8.73) by a factor of 0.20 on a scale of 16 representing a nominal superiority of 2.2% over Control Group's Post-Test score.

5. Experimental Group's Mean Post-Test score on 'Sensitivity' Scale (6.47) was higher than Control Group's Post-Test score (4.30) by a factor of 2.17 on a scale of 7 representing a superiority of 50.5% over the Control Group Post-Test score.

6. The Experimental Group thus showed a 10:7 or 20% higher concentration of Diplomatic career options than the Control Group attributable to teaching through modular approach.

Recommendations

1. Teaching through modular approach, proven effective by present and previous researches at NUML in delivering curricular objectives, may be adopted as the standard approach in NUML IR Programme.

2. All currently taught curricular contents may be reorganized and enriched by the teachers in the light of current / recent classroom experience and converted to modular form.

3. The task of modular conversion may be supported by a dedicated teams of subject specialists.

4. The curricular modules may be value-added through inclusion of supplemental reading, audio-visual materials, case-studies and role-simulation exercises.

5. With a view to enhance the impact of audio-visual techniques each IR classroom may be equipped with a computer and multimedia / DVD projection device.

6. In teaching of IR courses, particular emphasis may be placed on developing skills pertaining to analysis and problem-solving, map-reading, communication and negotiation, conflict-resolution, and job-related competencies.

Conclusion

In the light of the inferences of the research, it is generalized that:

1. Teaching through a modular approach is more effective in delivering curricular objectives of NUML M.A. IR Programme as compared with teaching through traditional methods.

2. The present research re-confirms the results of earlier researches by S. Khatoon and other NUML researchers pertaining to the effectiveness of modular approach.

The class experiment and testing was specifically tailored to the academic environment of NUML. Caution needs to be exercised in extending the generalization(s) to extra-territorial situations.

References

References

Postlethwait, S. N. (1985). International Encyclopedia of Education: Research and Studies. (Vol.6, p. 3398). London: Oxford.

Modular Curriculum. (2006). Retrieved February 06, 2006 from United Kingdom Archival Thesaurus (UKAT) official website: http://www.ukat.org.uk.

Report on IBE's 55th international conference on education, Geneva, 24 to 26 January, 2007. (2007). Retrieved February 23, 2007 from IBE official website http://www.ibe.unesco.org.

Gifted Education Professional Learning. (2006) Retrieved May 12, 2006 from University of New South Wales, Australia website: www.gerric.arts.unsw.edu.au.

Khatoon, S. (2004). Doctoral Thesis. National University of Modem Languages, Islamabad. Case Study: Multimedia Retrieved February 12, 2006 from Multimedia Inc. website http:// www.multimedia.co.uk, July 03, 2009 from http://www.le.ac.uk/video.html and July 13, 2009 from http://www.le.ac.uk/librarv/digital/accessoffcampushelp.htm.

Zais, R. (1976). Curriculum: Principles and Foundations. New York: Harper & Row.

What is DACUM? (2007). Retrieved 23 February 2007 from http://www.dacum.org. The Oxford Dictionary (1989 2nd ed.). (pp. 653-655).

Freire, P. (1970). Pedagogy of the Oppressed. New York: Herder and Herder. (Transi, form original Portuguese manuscript, 1968).

Nasseef, A. Religious Values in Science Education. In Institute of Policy Studies (1994) Qaumi Taleemi Policy 1992-2002: Ek Jaiza. Islamabad: Institute of Policy Studies. (Transi, and italics by the Researcher).

Posner. G. J. (1973/1974 ). Curriculum Theory Network, Vol. 4, No. 1 (1973 - 1974), 56-60. The Ontario Institute for Studies in Education / University of Toronto. Retrieved November 27, 2008 from http://www.istor.org/stable/1179131. Accessed: 27/11/2008 0U43.pdf

Pring, R. (n.d.). Philosophy of Education. Continuum International Publishing Group. Review and extracts retrieved November 24, 2008 from www.questia.com/Phiosophy of education.