A Holistic Lens: Evaluating Curriculum Impact on Student Wellbeing in Southern Punjab
DOI:
https://doi.org/10.62997/psi.2025a-41049Abstract
This study is used to explain the public High and Higher Secondary school Principals and teachers in meaningful curriculum development evaluation measures from the perspective of the Holistic approach in southern Punjab. The meaningful curriculum development and evaluation measures in perspective of the Holistic Approach to students' cognitive, social and economic development in their institutes that are effective by the Principals and teachers in the development and implementation of the curriculum in their institutes. The study objective is to examine the holistic variable of meaningful curriculum development evaluation measures in southern Punjab, which includes a sample comprising 55 principals and 299 teachers from secondary and higher secondary schools. Data were collected using a structured questionnaire and analyzed through descriptive statistics (mean and standard deviation) and inferential statistics (t-test). Principals (mean = 5.38, SD = 1.84) and teachers (mean = 5.2, SD = 1.86) hold comparable opinions about the relevance of a holistic approach in curriculum evaluation. The T-value is 0.6443, and the P-value is 0.5198, which is above the conventional significance level of 0.05. These findings suggest general agreement between the two groups on the importance of this approach. A holistic curriculum supports the growth of well-rounded individuals prepared to thrive academically, socially, and emotionally.
References
Al-Ghazali, I. (1993). Ihya’Ulumuddin Juz III. Beirut: Dar ihya al-Kutub al-Ilmiyah, t. th), hlm, 48, 12.
Check, J., & Schutt, R. K. (2011). Research methods in education. Sage publications.
Dash, B.N. (2007). Curriculum Planning and Development. New Delhi: Dominant Publishers and Distributors.
Davis, A. (2023). Academic integrity in a time of contradictions. Cogent Education, 10(2), 2289307. https://doi.org/10.1080/2331186X.2023.2289307
Drolet, E. (2021). Creating Collaborative Inquiry-Based Teams to Provide Equitable Learning Experiences Through Differentiated Instruction (Doctoral dissertation, Northeastern University).
Eisner, E. W. (1998). The kind of schools we need: Personal essays. Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912.
Gilbert, R. (2010). Curriculum Reform. In International Encyclopedia of Education (pp. 510–513). Elsevier. http://dx.doi.org/10.1016/B978-0-08-044894-7.00103-2
Govt. of Pakistan (1993). The Eighth Five Year Plan 1993-98. Planning Commission Islamabad.
Lunenburg, F. C. (2011). Curriculum development: Inductive models. Schooling, 2(1), 1-8. https://www.nationalforum.com/Curriculum-Development-Inductive-Models-Schooling.pdf
Mayer, R. E., & Wittrock, M. C. (1996). Problem-solving transfer. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 47–62). Macmillan Library Reference Usa; Prentice Hall International.
Merriam-Webster’s Collegiate Dictionary (2012). Merriam-Webster’s Collegiate Online Dictionary. http://www.m-w.com
Miller, J. P., Nigh, K., Binder, M. J., Novak, B., & Crowell, S. (Eds.). (2019). International handbook of holistic education (pp. 1-352). London: Routledge.
Oba, F. J., & Lawrence, A. A. (2014). Effects of gender on students’ attitude to physics in secondary schools in Oyo State, Nigeria. Nigeria. European Scientific Journal, 10(7), 399–404. https://www.iiste.org/Journals/index.php/JEP/article/view/17239
Pawilen, G. T. (2019). The Teaching Profession: Passion for Mission (2nd Edition). Rex Bookstore Inc.
Network, S. H. E. (2003). Holistic Education. Retrieved January, 25, 2004.
Nodding, N. (1984). Caring: A Feminine Approach to Ethics and Moral Education. University of California Press. https://philpapers.org/rec/NODCAF-3
Lauricella, S., & MacAskill, S. (2015). Exploring the potential benefits of holistic education: A formative analysis. Other education: The journal of educational alternatives, 4(2), 54-78.
Tyler, R. W. (2019). The Tyler rationale. Curriculum windows: What curriculum theorists of the 1950s can teach us about schools and society today, 139.
Rinke, W. J. (1985). Holistic education: An answer. Training and Development Journal, 39(8), 67-68. https://assets.td.org/m/fb03719e08c69a5/original/Holistic-Education-An-Answer.pdf
Miller, R. (2000). Beyond reductionism: The emerging holistic paradigm in education. The Humanistic Psychologist, 28(1-3), 382-393. https://doi.org/10.1080/08873267.2000.9977003
