Development of a Prototype Course of Study in Research to Accompany the Special Curriculum in Science for Integrated High Schools

Abstract

The main purpose of the study was the development and evaluation of a prototype course of study for integrated high schools. Grounded in constructivist learning, multidimensional assessment, and curriculum integration, the prototype aligns objectives, content, instruction, and assessment to promote critical thinking, creativity, collaboration, and learner agency. A total of one hundred seventy-six participants, composed of implementers, students, teachers, and experts, were engaged to provide a comprehensive evaluation of the curriculum. Data were collected through surveys, interviews, and expert validation and analyzed using descriptive statistics, t-tests, and thematic analysis to ensure both quantitative rigor and qualitative depth. Findings revealed that implementers recognized strengths in inquiry-based learning, critical and creative thinking, and multidimensional assessment, though challenges such as limited resources and infrastructure persisted. Students evaluated the curriculum positively in terms of objectives, content, learning experiences, and assessment methods. Teachers confirmed its efficacy in promoting inquiry, collaboration, and student-centered learning, while also noting the need for ongoing support. Statistical analysis indicated differences between student and teacher evaluations, highlighting distinct perceptions of effectiveness. Experts validated the prototype as highly acceptable, relevant, and pedagogically reliable, recommending its application in integrated high schools.