Effectiveness of Single National Curriculum of Mathematics at Primary Level: Teachers’ Views

Abstract

A curriculum aids students in achieving academic success, acquiring critical thinking abilities, and preparing for future careers. Diverse curricula was taught in various schools prior to the introduction of Single National Curriculum (SNC). This research paper examines the perceptions of teachers in order to assess the efficacy of Pakistan's Single National Curriculum for mathematics at the primary school level. The SNC seeks to promote equity, national cohesion, and 21st-century skills while reducing socio-educational disparities and standardizing education across public, private, and religious schools. Data was collected from 351 primary school teachers in the Vehari district of Punjab using a validated questionnaire and a descriptive research design. The results show that although most teachers have a positive opinion of the curriculum, particularly its teaching strategies and materials, they also point out important issues like little flexibility, gaps in the curriculum, and unequal resource distribution. Strong relationships between teachers' opinions, instructional strategies, students' development, and identified difficulties were found through correlation analysis. The study emphasizes how important inclusive practices, teacher preparation, and ongoing curriculum review are. More teacher involvement in policy, better resource allocation, and monitoring systems to guarantee successful implementation are among the recommendations. Although the SNC has made progress in promoting educational equity, the study comes to the conclusion that responsive governance, cooperative reform, and real-world assistance are necessary for its long-term viability.