The Sindh University Journal of Education Vol.43, Issue 2014, Pp.

29-46

MUHAMMAD SAEED *
SEHAR RASHID **

ALIGNMENT BETWEEN CHEMISTRY CURRICULUM

AND TEXTBOOKS AT SECONDARY LEVEL
Abstract
This study was conducted to identify the degree to which the
objectives of secondary level national curriculum (2006) of chemistry
were aligned with the textbooks in Pakistan. The qualitative study
was conducted by reviewing the national curriculum and the
chemistry textbooks for grade 9 and 10 so as to find the degree of
alignment. The analysis was done using two instruments after
literature review: a) Curriculum-Textbook Alignment Rubric
(CTAR); and b) Curriculum-Textbook Alignment Checklist (CTAC).
The instruments were developed by the researchers and validated
through experts’ opinion. The instruments contained chapter-wise
analysis besides other aspects such as physical features, typography,
content organization, assessment exercises etc. The outcomes of the
study revealed that there were some gaps between curriculum and
textbooks. The specific objectives of some of the units/chapters were
partially aligned with its general objectives. The study lays great
implications in the sense that it provides feedback to curriculum
developers and textbook authors to consider alignment between
objectives and contents, and between contents and assessment
exercises. The study suggests adequate training for the curriculum
and textbook developers to ensure alignment between national
curriculum and textbook in the subject of chemistry.

Keywords: National Curriculum, Chemistry, Alignment, Secondary

Introduction

The progress of each country is mingled with its education

system. A high standard education system has direct association
with socio-economic independence; which safeguards the right of
ideological freedom of nations. Every nation has its goals which
are documented in the form of curriculum document.

* Associate Professor, Institute of Education & Research, University of the Punjab,

Lahore-54590, Pakistan, email: [email protected]
** MPhil Scholar, Institute of Education & Research, University of the Punjab, Lahore-
54590, Pakistan, email: [email protected]
30 ALIGNMENT BETWEEN CHEMISTRY CURRICULUM
AND TEXTBOOKS AT SECONDARY LEVEL

The curriculum document is considered to be the road map for the

attainment of the national goals. For this purpose, the text books
are developed in such a way that the contents presented in the
books are aligned with curriculum document. If there is no
alignment in the text books and curriculum document, it is tough
to achieved national goals to the desired extent which badly affect
whole system of education.

Superficially, the aim of education is two-sided. It ricochet the

socio-political aspirations of a nation and also be responsible for
the instructional framework which includes the process to select
the right content and instructional strategies (Uppal, 2006).
However, the latter is not a separate entity but just a process to
secure the formerly aim. To achieve the socio-political aspirations,
the instructional techniques should be so branded that its
constituents endure in synchronize with the national aims.

The competent organizations like Ministry of Education set the

education standards. Those educational standards are termed
differently in different parts of world as in British Columbia, for
instance, those “standards are called Prescribed Learning
Outcomes (PLOs)” (British Columbia, 2012).

These standards serve to identify where the children should be

within a clearly defined continuum of learning. Those renowned
academic standards are considered as curriculum (Hentges, 2010).
In English dictionary (2010), the curriculum has three parts i.e. the
written, taught and tested.

The “written (intended) curriculum takes shape when the

curriculum agencies adopt standards to outline what content and
processes should be communicated in the schools. In theory,
textbooks are developed on the basis of written curriculum”
(Mahmood, 2011).

Because of it textbooks are supposed to be demonstrative of the

socio-political vision of a nation. In one of his previous study,
Mahmood (2010) states that; “Especially, in developing countries,
it has been a regular practice to consider textbooks as the major
THE SINDH UNIVERSITY JOURNAL OF EDUCATION 31

source of the teaching learning process to be undertaken in school.

In most of major parts of the world, and for most of the teachers, a
textbook is an authentic material to be presented in the
classroom”.

Even vitality of curriculum document is not ignored in the

advanced countries, where teaching learning practices does not
orbit around just textbooks. Ball and Cohen (1996) acknowledge
that “commercially published curriculum” (textbooks are one
example) are the most dominant tool in the process of teaching.

Instructional material (textbooks) is tangible and regular contrast

to frameworks, objectives, assessments, and other mechanisms
that seek to guide curriculum. They contained units, lessons and
teaching methodologies for teachers along with activities for
student.

That significantly affords curricular materials a uniquely intimate

association to teaching. Curriculum materials are not only well-
settled to effect individual teachers‟ work but in contrast to many
other innovations, textbooks are already “scaled up” and part of
the routine of schools (Ball & Cohen, 1996).

It is evidently conclude that accomplishment of educational

objectives is intensely dependent on the degree of alignment
between the textbooks and the curriculum guidelines marked by
curriculum development agencies. “The textbook is an acceptable
tool for instruction as long as it is …kept in proper perspective”
(Ornstein, 1994). Consequently it is inexorable to conduct studies
to inspect the said phenomenon.

Volumes of researches are conducted around the globe in

recognition with the significance of this issue (Kulm, Roseman, &
Treistm, 1999; Lepionka, 2006; McCluskey, 2006; Rehman, 2004;
Mahmood, 2010, 2011; Dalim & Yusof, 4-5 June 2013), but as
Nicholls ( n.d.) rightly argued “that methods for textbook research
are under-consideration and in need of further research”. The
importance of such studies is conceivably vital mainly in the
developing countries like Pakistan where textbooks are
32 ALIGNMENT BETWEEN CHEMISTRY CURRICULUM
AND TEXTBOOKS AT SECONDARY LEVEL

perpetually the supreme important mean for the teaching learning

process.

The conduction of such studies in Pakistan is supported by the

outcomes of previous studies as Slater (1995) stated (as cited in
Nicholls, n.d.) that initiative behind studies about textbooks is the
fact that most “devastating wars of history were fought on ethnic,
nationalist or sectarian grounds” as Pakistan is fought against the
similar issues also. Thus, the inclination towards these researches
could be supportive to recognize those essentials in the textbook
that may be the fundamental reason of these complications in the
social order.

Historically, representation of the extent to which the different

fragments of teaching methodologies could jointly attain the
aspired goals of education was termed as „alignment‟ in
educational perspective. These fragments were standard,
curricula, assessment and instruction (Case, Jorgensen, & Zucker,
2006).

However, the current studies emphasis on the degree to which the

assessments and educational standards are in synchronization.
For instance, Web (as cited in Sqires, 2005) defined alignment as
“the degree to which expectations [standards] and assessments
are in agreement and serve in conjunction with one another to
guide the system towards students learning what they are
expected to know and do”.

Previous research identifies that there was little alignment

between the curriculum contents and textbooks and assessments
(Sqires, 2005). The extent towards such researches became the
focus of attention universally after the „No Child Left behind Act‟
in US (Case, Jorgensen, & Zucker, 2006).

Because of the inclination of the understanding that the deficiency

of alignment between the curriculum document and the textbook
is one basic reason for the letdown of students that eventually
cause for the higher dropout rate (Washington State Institute for
Public Policy, 2007).
THE SINDH UNIVERSITY JOURNAL OF EDUCATION 33

The results of this study were prompting for more investigation as

they identified frail alignment in almost 50% of the secondary
level textbooks even in higher grades.

Numbers of studies have been conducted universally to indicate

the alignment between the curriculum document and the relevant
textbooks (Kulm, Roseman, & Treistm, 1999; Lepionka, 2006;
McCluskey, 2006; Rehman, 2004; Mahmood, 2010, 2011; Dalim &
Yusof, 4-5 June 2013). These research activities become initiated to
conform that the education system of the country is achieving the
educational goals of the nation. However, very limited efforts
have been made in this concern in Pakistan.

There was little importance anticipated to the chemistry

curriculum (Rehman, 2004; Dalim & Yusof, 4-5 June 2013). This
study was aimed to identify the degree to which the alignment
exists between the national curriculum document and the
textbooks of chemistry at secondary level. The chemistry subject
was selected in identification of its importance among other
science subjects as it is fetching a mandatory part of the method of
learning whatever the field of study is.

To recognize the significance of this area of research, some

researches have already been done in Pakistan as well (Iqbal,
Mahmood, & Saeed, 2009; Mahmood, 2010, 2011; Mahmood &
Saeed, 2011; Shah, 2012), but the focus of all these researches was
the elementary school subjects. To identify alignment between
curriculum and textbooks, no sufficient research has been met at
secondary level for the chemistry subject which is the target of this
study.

These studies‟ recommendations are to further explore this area of

research as textbook evaluation process in Pakistan need to be
authenticated through the introduction of some validated rubic
for this purpose (Rehman, 2004; Mahmood & Saeed, 2011).
34 ALIGNMENT BETWEEN CHEMISTRY CURRICULUM
AND TEXTBOOKS AT SECONDARY LEVEL

Objectives of the study

The study was based upon following two objectives:

 To investigate the alignment between the national

curriculum (2006) and the textbooks of chemistry for grade
IX-X published by Punjab Textbook Board

 To propose remedial measures to minimize the identified

gaps between national curriculum and textbook

Research Questions

The research questions of the study were as under:

 Are the general objectives of the teaching chemistry at
secondary level aligned with the specific objectives which
designed in the light of those general objectives?

 Are the textbooks of chemistry for grade IX-X aligned with

the national curriculum (2006)?

 How far the chemistry textbooks are helpful in the

achievement of desired learning outcomes through
students‟ activities, assessment plans, etc.?

Methodology of the Study

The study was qualitative in nature and was mainly conducted

through documentary analysis. The documents under
consideration were:

1. National Curriculum of Chemistry for Class IX-X(2006),

Ministry of Education, (Curriculum Wing) Government of
Pakistan, Islamabad
THE SINDH UNIVERSITY JOURNAL OF EDUCATION 35

2. Textbook for Class IX publish by Punjab Textbook Board,

Lahore.

3. Textbook for Class X published by Punjab Textbook Board,

Lahore.

It is important to mention here that the textbooks of chemistry (IX-

X) were analyzed which have been written according to the
national curriculum (2006).

Two instruments were developed for data collection: (a)

„Curriculum-Textbook Alignment Rubric (C-T Alignment
Rubric)‟and (b) „Curriculum-Textbook Alignment Checklist (C-T
Alignment Checklist)‟ which was designed after the review of
different studies of the same nature (Appalachia Educational
Laboratory, 2005; Washington State Institute for Public Policy,
2007; Mahmood, 2011; Mahmood & Saeed, 2011).

These tools was got validated through experts‟ opinions of the

field of curriculum/material development and training working
at Institute of Education & Research, University of the Punjab.
The first instrument i.e. C-T Alignment Checklist was a four point
scale comprised of the items about the best practices around the
globe about the alignment procedures.

The second instrument was named as C-T Alignment Rubric

comprised of three major components. In the first component, the
textbooks were examined at macro level examining about the
physical features, typography, balance of division of
units/chapters and curriculum linkage. The second component
was the micro level review.

The learning goals were listed in the light of curriculum document

used by the textbook development agency (Ministry of Education,
Curriculum Wing Islamabad). There were two types of goals
given in the said curriculum document: (a) General objectives, and
(b) Specific objectives (these objectives were divided in
units/chapters of the Textbook).
36 ALIGNMENT BETWEEN CHEMISTRY CURRICULUM
AND TEXTBOOKS AT SECONDARY LEVEL

Initially the association between those specific objectives and the

textbooks was investigated by determining the corresponding
content against those objectives in every chapter. The instructional
plans and students‟ activities were also taken into meditation in
order to recognize how much the Textbook is helpful to reinforce
concepts of the children for a topic in hand.

It was also identified through the same component of the rubric

whether the assessment plan was compatible with the intended
learning outcome and what level of Bloom‟s taxonomy of
cognitive objective has been achieved with the help of a particular
assessment item.

The third component of the C-T alignment Rubric was comprised

of the chapter wise comments of the researchers about the
elements examined in first two components in order to summarize
the observations made in the second component. After completing
the review of the textbooks with reference to the specific
objectives, it was used to identify the alignment between the
specific and the general objectives of teaching chemistry at
secondary level.

Discussion of Results

On the basis of analysis made with the help of instruments, the

conclusions and recommendations are as under:

C-T Analysis Checklist

The analyses made by the instrument according to the selected

parameters are as under:

Objectives.

The specific objectives in the curriculum document were

adequately aligned with the general aims given in the same
document; while the chapter-wise objectives of the textbook were
partially align with curriculum objectives.
THE SINDH UNIVERSITY JOURNAL OF EDUCATION 37

Textbook content.

The contents of the textbook were adequately congruent with

curriculum document, terminologies are well presented and the
concepts are adequately enable students to understand the
fundamental terms.

Learning activities.

Learning activities were partially aligned with the curriculum

outlines and partially designed in accordance with the students‟
cognitive level. Learning outcomes were not helpful to develop
scientific research attitude in the students according to the
curriculum document.

Assessment of students’ learning.

The assessment plans were partially aligned the specific objectives

designed for the textbook and with the knowledge and skills
curriculum document emphasizes. Assessment plans adequately
measures students‟ lower cognitive abilities (knowledge and
understanding) and partially measures students‟ higher cognitive
abilities (application, analytical, critical and creative abilities).

C-T Analysis Rubric

The analysis made by this instrument according to the selected

parameters was as under:

Physical features.

Even though physical features of the textbooks have no direct link

with the issue of alignment between curriculum document and
the textbooks, yet the studies like (Mahmood & Saeed, 2011) about
the evaluation of textbooks suggest that these factors definitely
have effect on the attainment of the objectives for which those
textbooks are designed. Consequently, the textbooks were also
reviewed with intention to examine these factors.
38 ALIGNMENT BETWEEN CHEMISTRY CURRICULUM
AND TEXTBOOKS AT SECONDARY LEVEL

The title and back pages contain pictorial texts that are
appropriate for the age group of secondary level. The text used is
good for conveying social messages to develop good attitude of
children towards life but not relevant to subject. Page size is
satisfactory but binding conditions of textbooks are not
satisfactory. Color scheme is used. Color scheme is well used to
make the content eye-catching and interesting for students.

Typography.

The entire features of typography used for the textbooks are

practically good.

Chapter/Unit Division.

There were no recommendations regarding to the weightage in

the curriculum document for both textbooks. The unit-wise
weightage presented in the books is not according to the content
length of the unit.

Curriculum Linkage.

The curriculum linkage has been mentioned in the national

curriculum for chemistry 2006. To identify the curriculum linkage
between the textbooks, the textbooks of two grades above and
three grades below were reviewed. The horizontal linkage found
good but the vertical linkage was found to be faulty. The evidence
of lack of vertical linkage in the text book of 9th is as under:

1. In vertical linkage of unit 1, the build on concepts topic

“symbols, chemical formula” was present in VII and VIII
grade rather than VI as mention in curriculum document.

2. In vertical linkage of unit 5, the build on concepts topic

“state of matter” were present in VI grade rather than IV
as mention in curriculum document.
THE SINDH UNIVERSITY JOURNAL OF EDUCATION 39

3. In vertical linkage of unit 6, the build on concepts topic

“properties of solution” was not present in VI grade as
mention in the curriculum document.

Specific objectives.

As per researchers‟ assessment, this is the weakest deliverable of

the curriculum development process made. It contains some of the
major issues of concern that need to be improved. The language
used to define those objectives does not look to be reviewed.
Therefore, several objectives were found meaningless. There were
repetitions of the objectives within some chapters, such as:

1. Objective 1 under heading „understanding‟ in chapter 4 is

related to chapter 3 instead of chapter 4 of textbook of 9th
class.

2. Objective 3 was repeated as objective no. 4 and 5 under

heading „understanding‟ in chapter 6 of textbook of 9th
class.

3. Objective 8 under heading „understanding‟ repeated as

objective 3 under heading „society, technology and science‟
in chapter 2 of textbook of 9th class.

According to curriculum document the objective written under

heading „skills‟ should be related to the laboratory work, but for
some chapter the objectives under heading „skills‟ were not
related to the laboratory work such as, chapter 1 and 3 of 9th class
textbook and chapter 9 and 14 of 10th class textbook.

Instructional plan and assessment activities.

No specific instructional plan was guided. The information was

generally given in narrative form and teacher looks to have no
other option except using „lecture method‟ to explain the text.
Some questions were found that the students have to apply their
higher order cognitive skills.
40 ALIGNMENT BETWEEN CHEMISTRY CURRICULUM
AND TEXTBOOKS AT SECONDARY LEVEL

Order/sequence of topics.

The order of topics is according to easy to difficult approach in the

textbooks of both classes. This makes students to easily
understand the concepts.

Irrelevant topics in the textbooks.

One of major challenges to degree of alignment between the

textbooks and the curriculum was the fact that every chapter of
both the textbooks contains the topics that do not match any
learning goal. The following table contains this information.

Table 1 List of topics that do not correspond with any learning goal in
the curriculum document chapter wise
Class Chapter List of Topics
no.
9th 1. All topic have some relevance with the curriculum
document
2. “theories and experiments related to structure of atom” at
p. 28
3. “electron affinity” at p. 53
4. “dative covalent or coordinate covalent bond” at p. 63,
“polar and non-polar covalent bond” at p. 64, “metallic
bond” at p. 65, “ dipole-dipole interaction” at p. 66,
“hydrogen bonding” at p. 61, “covalent compounds” at p.
69, “coordinate covalent compounds” at p. 70, “metals” at
p. 70
5. “compressibility”, “mobility”, “density of gases” at p. 77,
“freezing point”, “diffusion” at p. 88, “density”, “rigidity”
at p. 89, “density” at p. 90
6. “percentage” with all its subtopics at p. 100, 101, “solubility
and solute-solvent interactions” at p. 105, “effect of
temperature on solubility” at p. 105, “ solution”, “colloid”
at p.107, “ suspension” at p. 108
7. “concepts of electrolytes” with all its subtopics at p. 120,
“electrolysis of water” at p. 122, “manufacture of NaOH
from brine” at p. 126, “electroplating of silver” at p. 130
8. “significance of non-metal” at p. 149
10th 9. All topic have some relevance with the curriculum
document
10. “general properties of acids” at p. 27, “general properties of
bases” at p. 29, “indicators” at p. 35,”salts”with all its
subtopics at p. 38, 39, 40, 41, 42, 43
11. “electronic or dot and cross formula” at p. 54, “coal” at
p.61, “petroleum”, “natural gas” at p. 63, “plants”,
THE SINDH UNIVERSITY JOURNAL OF EDUCATION 41

“synthesis in laboratory” at p.64, “tests of functional

groups” at p.71 with all its subtopics,
12. “sources of alkanes” at p. 84, “physical properties of
alkanes” at p. 85, “combustion” at p. 86, “uses of methane
and ethane” at p. 86, “occurrence” at p. 88, 91, “physical
properties of alkene” at p. 89, “ hydrogenation of alkenes”
at p. 89, “ hydrohalogenetion of alkenes” at p. 90, “uses of
ethane” at p. 90, “uses of acetylene” at p. 93
13. “amino acids” at p. 105, “fatty acids” at p. 106,
“carbohydrate as a source of energy” at p. 102 under
heading „society, technology and science
14. “greenhouse effect” at p. 122
15. “water as solvent at p. 139, “disadvantages of hard water”
at p. 143, “agricultural effluents” at . 145, “preventions of
waterborne diseases” at p. 147
16. “advantages of Solvey‟s process” at p. 163, “raw material”,
“process” at p. 164, “importance of fractions of petroleum”
at p. 168

Relevance of assessment activities with the learning goals.

As evident form the table 1, there were numbers of topics in

nearly every chapter of the textbooks that do not match with
objectives of the relevant chapter in the curriculum document.
Therefore, there were several assessment activities assessing the
learning of that irrelevant topics, subsequently those assessment
activities also become irrelevant to the learning goals.

Connection between general and specific objectives.

As per curriculum document of National Curriculum 2006,

(Ministry of Education, 2006), the general objectives for
introducing chemistry at Secondary level are as under:

1. Knowledgeable about the key concepts and theories of

Chemistry

2. Able to think scientifically and use Chemistry content

knowledge to make decisions about real-life problems

3. Able to construct new knowledge through reading,

discussions, and research
42 ALIGNMENT BETWEEN CHEMISTRY CURRICULUM
AND TEXTBOOKS AT SECONDARY LEVEL

4. Familiar with the natural world and respectful of its unity,

diversity, fragility, and interconnectedness

5. Able to make wise judgments on statements and debates

that claim to have a science base.

After the review of the specific objectives and the relevant content
in the textbooks, the observations of the researchers about these
objectives are as under:

Knowledgeable about the key concepts and theories of Chemistry.

This general objective was look appropriate for the students of

secondary level but it has not been contented completely in form
of specific objectives for the textbooks. The key concepts related to
the chemistry were well addressed in the specific objectives but
specific objectives related to the theories of chemistry were not
stated clearly and meaningfully such as the 2nd objective of unit 2
of 9th grade chemistry.

Able to think scientifically and use Chemistry content knowledge

to make decisions about real-life problems.

This was a most critical general objective to address as specific

objectives in each unit of the textbooks of chemistry grade 9th and
10th. This general objective was not directly addressed as specific
objective but by achieving the specific objective of the whole
textbooks do able the students to think scientifically and use the
chemistry knowledge to take their decision about real life
problems to some extent.

Able to construct new knowledge through reading, discussions,

and research.

In researchers view, there was not a single topic in the textbooks

of 9th and 10th grade which will able the students to construct a
new knowledge through reading, discussions and research.
THE SINDH UNIVERSITY JOURNAL OF EDUCATION 43

Familiar with the natural world and respectful of its unity,

diversity, fragility, and interconnectedness.

The understanding of key concepts in unit 1 and somewhat in

other units of 9th grade chemistry textbook add its part to familiar
the student with the natural world and general objectives under
the heading of “society, technology and science” make the
students respectful of nature‟s unity, diversity, fragility and
interconnectedness.

Able to make wise judgments on statements and debates that

claim to have a science base.

This objective must be a default choice for the students of

secondary level as it needs the wider and in-depth understanding
of the scientific knowledge which is beyond the textbooks of
chemistry at secondary level.
Conclusions and Recommendations

In the light of the results discussed in the previous section, the

conclusions and recommendations are as under:

1. The binding quality of textbook for chemistry IX and X is

not good and it needs improvement.

2. In the textbook for chemistry IX, the units of the key terms
should be clearly written.

3. In the textbooks of chemistry IX and X, the content of the

units/chapters having some of the topics which shows no
linkage with the objectives of those units/chapters given in
the curriculum document for chemistry grade IX, X 2006.
The topics covered in the content of the units/chapters
should be linked with objectives of that unit/chapter given
in the curriculum document for chemistry grade IX, X
2006.
44 ALIGNMENT BETWEEN CHEMISTRY CURRICULUM
AND TEXTBOOKS AT SECONDARY LEVEL

4. Some of the objectives of each unit/chapter of textbook for

chemistry IX and X were not discussed in the
unit/chapter. The content of each unit/chapter should
cover all the objectives of that unit/chapter given in the
curriculum document.

5. Activity plans given within the units/chapters were

comprised of the questions to be answered rather than
activity based learning. The activity plans should measure
the activity based learning in the textbook of chemistry IX
and X.

6. Many questions in assessment plans given at the end of the

units/chapters not related to the content discussed in the
unit/chapter, these questions should be linked with the
content discussed in the unit/chapter of textbooks of
chemistry for IX and X.

7. In the chemistry textbooks for IX and X, questions given in

the assessment plans were not developed properly. These
should be developed according to set principles/rules of
MCQs, SAQs and ETQs. Especially multiple choice
questions (MCQs) should be developed according to the
specific test construction rules and these should be
reviewed from some technical experts having desired
competency in test construction.

8. There is need for improvement in regard to vertical

content linkage in the textbook of chemistry for class IX.

9. Assessment plans and activity plans in each unit/chapter

of textbook of chemistry IX and X were not compatible
with the learning outcomes mentioned in the
corresponding chemistry curriculum. Assessment plans
and activity plans must be compatible with the learning
outcomes mentioned in the corresponding curriculum
document.
THE SINDH UNIVERSITY JOURNAL OF EDUCATION 45

Acknowledgment

The researchers acknowledge the professional contribution of the

experts involved in validation of the instruments. Also they
acknowledge the University of the Punjab for providing funds to
undertake the research project in 2012-13.

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