COMPARATIVE INSIGHTS INTO ENGLISH LANGUAGE CURRICULUM DESIGN, PEDAGOGICAL PRACTICES, AND LEARNING OUTCOMES: A STUDY OF SSC AND GCE O-LEVEL SCHOOLS IN QUETTA

Abstract

English has increasingly emerged as a vital language for academic advancement and access to higher education. This study focused on comparing the O-level and SSC English language curricula to identify the strengths and weaknesses in their aims and objectives and assessment patterns, recognizing that the school system serves as a gateway to higher education. The study reveals that while a large proportion of the population is satisfied with the English curriculum at the O-level, a majority of respondents are dissatisfied with the current SSC English curriculum. The English language proficiency of students at Senior Secondary School in Quetta is not up to the required level, largely due to outdated curricula that emphasize memorization rather than practical language use. Furthermore, the study critically examined and compared the pattern of assessment in both systems, specifically focusing on the content, practice, and design of examination papers. It was found that the SSC system's assessment pattern suffers from issues such as unintelligible content and a flawed exam paper design, which together fail to assess real language skills effectively. Assessment methods in the SSC system favor written examinations, neglecting the assessment of communicative competence. The study population consisted of 200 teachers (150 from the SSC system and 50 from the O-level system), 300 students (250 from the SSC system and 50 from the O-level system), and 40 English language experts (20 from each system) across 60 institutions. A mixed-method research approach was used, including both inferential and descriptive statistics, with the Chi-square test applied for comparison between the two education systems. Research instruments included three questionnaires for experts, teachers, and students, along with a semi-structured interview protocol and focus group discussions.