ABSTRACT The purpose of the study is to find out the extent to which teachers faithfully commit themselves to the fidelity approach to curriculum implementation in transacting the Core English curriculum. The main design used in the study was descriptive survey. The study covered all the seven public senior secondary schools in Sunyani District in the Brong Ahafo region of Ghana. The sample comprised 150 students and all the 31 teachers of English. The number of students selected from each school (SSS 3 students) was a proportion of the total number of students drawn for the study. The researcher used a questionnaire as the main instrument for data collection. This main instrument was triangulated with a classroom observation. The findings show that the teachers had the requisite qualification to have faithfully implemented the Core English programme with a high degree of fidelity. The findings. however, indicate that the teachers did not faithfully commit themselves to the fidelity approach to curriculum implementation in transacting the core English curriculum. The study therefore reveals a very minimal degree ofteachers' commitment to the fidelity model in the implementation process. Teachers' non-commitment to the fidelity model of implementation could be attributed to a number offilctors. Among these filctors are teachers' non-involvement in core English programmes that could enhance delivery and learning, lack of clarity about certain aspects ofthe curriculum and inavailability of curricular materials - teacher's marwaI • that could help tnmsact the curriculum.
OKRAII, A (2021). FIDELITY APPROACH TO CURRICULUM IMPLEMENTATION A CASE OF TRANSACTING THE CORE ENGLISH CURRICULUM IN SENIOR SECONDARY SCHOOLS IN THE URONG AHAFO REGION OF GHANA. Afribary. Retrieved from https://afribary.com/works/fidelity-approach-to-curriculum-implementation-a-case-of-transacting-the-core-english-curriculum-in-senior-secondary-schools-in-the-urong-ahafo-region-of-ghana
OKRAII, ABRAHAM "FIDELITY APPROACH TO CURRICULUM IMPLEMENTATION A CASE OF TRANSACTING THE CORE ENGLISH CURRICULUM IN SENIOR SECONDARY SCHOOLS IN THE URONG AHAFO REGION OF GHANA" Afribary. Afribary, 09 Mar. 2021, https://afribary.com/works/fidelity-approach-to-curriculum-implementation-a-case-of-transacting-the-core-english-curriculum-in-senior-secondary-schools-in-the-urong-ahafo-region-of-ghana. Accessed 30 Apr. 2024.
OKRAII, ABRAHAM . "FIDELITY APPROACH TO CURRICULUM IMPLEMENTATION A CASE OF TRANSACTING THE CORE ENGLISH CURRICULUM IN SENIOR SECONDARY SCHOOLS IN THE URONG AHAFO REGION OF GHANA". Afribary, Afribary, 09 Mar. 2021. Web. 30 Apr. 2024. < https://afribary.com/works/fidelity-approach-to-curriculum-implementation-a-case-of-transacting-the-core-english-curriculum-in-senior-secondary-schools-in-the-urong-ahafo-region-of-ghana >.
OKRAII, ABRAHAM . "FIDELITY APPROACH TO CURRICULUM IMPLEMENTATION A CASE OF TRANSACTING THE CORE ENGLISH CURRICULUM IN SENIOR SECONDARY SCHOOLS IN THE URONG AHAFO REGION OF GHANA" Afribary (2021). Accessed April 30, 2024. https://afribary.com/works/fidelity-approach-to-curriculum-implementation-a-case-of-transacting-the-core-english-curriculum-in-senior-secondary-schools-in-the-urong-ahafo-region-of-ghana