Author: Somnath Gupta
DOI Link: https://doi.org/10.70798/Bijmrd/04010027
Abstract: The quality of chemistry education at the secondary level largely depends on how effectively the curriculum is delivered in classrooms. Chemistry, being both a conceptual and practical subject, requires clear explanation, proper sequencing of content, suitable teaching methods, and adequate learning resources. However, several studies and reports have pointed out gaps between the prescribed chemistry curriculum and its actual classroom implementation. In this context, the present study aims to review and analyze the effectiveness of chemistry curriculum delivery at the secondary level using a secondary qualitative approach.The study is based on the analysis of existing literature such as research articles, policy documents, curriculum frameworks, examination reports, and previous evaluation studies related to secondary-level chemistry education. Through systematic document analysis, the study identifies key issues affecting curriculum delivery, including teacher preparedness, teaching methods, laboratory practices, availability of resources, time constraints, assessment patterns, and student engagement. The review also highlights how traditional lecture-based teaching, limited practical exposure, and examination-oriented instruction reduce conceptual understanding and interest among students.The findings reveal that while the chemistry curriculum is well-structured and conceptually sound, its effectiveness is often limited due to gaps in pedagogical practices and classroom implementation. Inadequate integration of experiments, lack of contextual and activity-based learning, and insufficient use of innovative teaching strategies are major concerns. The study emphasizes the need for teacher training, learner-centred approaches, effective use of laboratory work, and continuous assessment practices to improve curriculum delivery.The study concludes that strengthening the link between curriculum objectives and classroom practices is essential for improving students’ understanding and achievement in chemistry. The analytical review provides useful insights for teachers, curriculum planners, and policymakers to design strategies that ensure effective and meaningful chemistry education at the secondary level.
Keywords: Chemistry education, curriculum delivery, secondary level, teaching practices, qualitative review, science education, classroom implementation
Page No: 204-211