Takhar University English Department students perceptions toward the curriculum content: A quantitative study

Abstract

This current study evaluates the opinions of undergraduate students in the English Department of Takhar University, Afghanistan, regarding the curriculum content. A quantitative method was utilized in collecting data via a structured questionnaire consisting of 203 randomly selected undergraduate students. Three variables were measured: appropriateness of curriculum content, student satisfaction, and curriculum effectiveness. Results indicated that participants demonstrated moderately positive opinions with regards to curriculum material prescription (M=2.82) but indicated highest values for effectiveness as an organization (M=2.84). On the other hand, student satisfaction was found to have an ambivalent response with values of (M=2.67). A key finding was the disparity between the amount of students' satisfaction and expressed confusion regarding their satisfaction with this resource. Students indicated that while they believed the content provided them with ample opportunity to think of new ideas, they also indicated they had difficulty grasping the ideas presented by the content; thus, demonstrating a very large gap between the actual design of the curriculum and how students experience learning from it. In conclusion, this study determined that although the curriculum is seen as a solid foundational framework, the level of student satisfaction and learning outcomes would be improved with revisions made to the clarity, relevance, usefulness of content, and application of content to students.