INSTRUMENTS FOR MONITORING CURRICULUM IMPLEMENTATION IN LESSON PLANNING

Afërdita ILAZI HOXHA, Gzim XHAMBAZI, Valdeta ZENUNI-IDRIZI, Lulzime LUTFIU-KADRIU

Abstract

The curriculum constitutes the foundation of the entire educational process and defines the competencies, learning outcomes, and standards that students are expected to achieve. However, to ensure its effective implementation, it is essential to use appropriate instruments for monitoring and tracking the teaching process. The purpose of this study was to identify the role and importance of instruments that assist teachers in planning and implementing lessons in accordance with the requirements of contemporary teaching, comparing the situation between the Republic of North Macedonia and the Republic of Kosovo. The research was conducted in the upper cycle of primary education in both countries. The study included teachers, professional associates, and school leaders. As a research technique, an online survey was used through the Google Forms application, while the instrument used was a questionnaire specifically designed for the three groups of subjects involved in the study. The methods applied included analytical-synthetic, descriptive, inductive-deductive, comparative, and statistical methods. Data were processed and analyzed through tabular and graphical presentations, percentages, arithmetic mean, and standard deviation. To determine the differences between the two countries, the t - test was applied, while data processing was carried out using Microsoft Excel. The findings of the study show that in both countries, teachers use instruments from other sources in addition to those approved by the respective Ministries of Education, reflecting their efforts to enhance the quality of lesson planning and implementation.

Pages: 194 - 199