Curriculum Evaluation of B. A.

Major English Curriculum of Tribhuvan University

Raj Kumar Baral*

Abstract

The study has explored that the existing BA major English curriculum can function as a bridge
to link I. A/ +2 and M. A. curriculum. The students are found able and interested in
understanding, analyzing and interpreting the texts. However, they are least capable in creating
new texts similar to what they have learnt. This is found mainly because the critical and
analytical aspects are highly focused but not the creative. The curriculum tries to cover the
contemporary needs of both the learners and the society. But the absence of eastern philosophy
and literature, old, traditional and teacher centered teaching methodology, illogical and
disorganized annual assessment systems are its weaknesses.

Introduction

This article aims to review the existing B. A. Major English curriculum of Tribhuvan University
to explore the link between I. A./ +2 and M. A. curriculum. It further aims to find out students'
ability and interest in interpreting, understanding, and creating texts keeping the idea in mind that
how effectively the curriculum addresses the contemporary needs of learners and society. The
study uses both primary and secondary sources of data. The study is conducted with the mixed
method of qualitative and quantitative research. Questionnaire, interview, focus-group
discussion, library study and interaction are used as the tools for data collection.

Introduction to BA Major English Curriculum

This is the curriculum of Tribhuvan University, faculty of humanities and social science for
Bachelor of Arts in English. As the level consists of three academic years, it is the curriculum for
the entire three years. The major English curriculum for three year Bachelor's level is designed to
link up with and develop the IA/+2 major English courses in English . The introduction of the
literary theory is the specific addition to the curriculum. The component includes major western
foundational essays form the Greek to the modern times. The main rationale of these courses is
to give students tools for systematic study and understanding of texts as well as help them apply

*Lecturer of Tribhuvan University (R. R. Campus)

--This article is a part of a research conducted by the author for University Grants Commission under the
title "A Study on the Effectiveness of B. A. Major English Curriculum of Tribhuvan University"
the tools in interpreting literary and other texts creatively and critically. The curriculum further
attempts to develop in the students a spirit of inquiry, logical reasoning and a taste for reading
good literature.

In addition to this, the curriculum looks forward to the MA courses and prepares the groundwork
for a more critical and detailed study of literature and other human disciplines at the post-
graduate level. As a whole, the curriculum of BA major English is designed to link up with the
IA/+2 and MA curriculum along with the aim to develop creativity and critical thinking in the
students. To refer to the curriculum, it has the following objectives:

 To equip students with a sound background for the serious study of literature

 To give students standard and cutting edge materials to study

 To give students appropriate tools for interpreting, understanding and creating texts

The three-year BA program in English (Tribhuvan University) consists of six papers ( including
functional paper). The course is structured as one paper in the first year, two papers in the second
year and the three papers in the third year. The specific structure of the courses assigned for
three-year Bachelor level in English in the faculty of humanities and social science is as below:

Table No. 1
The structure of the course

Paper Code No. Title Full Marks

I Eng. 311 Western Intellectual Tradition & Literary 100

Theory

II Eng. 312 Prose: Essays and Short Stories 100

III Eng. 313 Drama and Film 100

IV Eng. 314 Poetry 100

V Eng. 315 Critical Thinking & Practical Criticism 100

VI Eng. 316 Functional English 100

An Analysis of the Curricular Components

*Lecturer of Tribhuvan University (R. R. Campus)
--This article is a part of a research conducted by the author for University Grants Commission under the
title "A Study on the Effectiveness of B. A. Major English Curriculum of Tribhuvan University"
A curriculum is an integration of the entire learning achievement inside and outside the boundary
of the formal classroom. It includes the objective to achieve, the contents through which the
objectives are achieved, the methodology through which the teaching learning is preceded and
the evaluation through which students' learning achievement is assessed. Thus, a good
curriculum should address the entire external and internal aspects of the learners, society/nation
and the learning outcomes in integration. By this, we can present the following structure of a
good academic curriculum:

Figure No. 1

The structure of a curriculum

OBJECTIVES

EVALUATION CONTENTS

METHODOLOGY

Now, based on this structure, an attempt has been made to analyze the curricular components to
assess its effectiveness to achieve the expected learning outcomes.

a. Linkage of the Curriculum

Generally, a curriculum of certain level is said to be effective if it links up with the related
curriculums vertically. The BA major English curriculum has good generic division. It consists
of all genres of literature; Essay, Fiction, Poetry and Drama, and has the combination of both
theory and application. The main objective of the curriculum is to provide students opportunity
to develop creativity and criticality as well as pleasure of the literary taste. As far as the linkage
of this curriculum to the upper and lower level is concerned, the study shows the closest linkage

*Lecturer of Tribhuvan University (R. R. Campus)

--This article is a part of a research conducted by the author for University Grants Commission under the
title "A Study on the Effectiveness of B. A. Major English Curriculum of Tribhuvan University"
to each other. The table below has presented the categorical relationship of the curriculum
vertically.

Table No. 2
Categorical Relationship of the Curriculum

SN Level Major contents of the course

1 IA/+2 Essays, Fictions, Poetry, Drama,

2 BA Essays, Fictions, Poetry,, Drama, Film, Theory and Functions

3 MA Essays, Fictions, Poetry, Drama, Theory

According to the data presented in the table above, the contents of the curriculum of Tribhuvan
University for IA/+2(HSEB) BA and MA seems to be identical to each other. As they are
intermediate, Bachelor and advanced level respectively, their contents and subject matters are
also suitable and appropriate to the respective level. The contents and subject matters show the
cordial vertical relationship to each other as a result the BA major English curriculum links up
with the other (IA/MA) curriculum.

As the objective wise linkage of the curriculum is concerned, it shows the following linkage
based on the IA and MA curriculum:

Objectives of IA Curriculum

 Introduce students to essay, fiction, poetry and drama

 Enable students to respond literary works
 Expose students to discourse in different genres
Objectives of MA Curriculum
 To realign the canons of text and methods
 To emphasize the notion of textuality
 To introduce area studies
 To stress the interrelationship among the study of literary criticism, literary theory
and cultural studies

*Lecturer of Tribhuvan University (R. R. Campus)

--This article is a part of a research conducted by the author for University Grants Commission under the
title "A Study on the Effectiveness of B. A. Major English Curriculum of Tribhuvan University"
  To promote critical and creative thinking
 To impart knowledge about research methods in humanities
 To give exposure to a wide range of global literary texts
 To promote interdisciplinary study and research

This shows that the objectives of the major English curriculum have good linkage from IA to
MA level vertically.

b. Coverage

The course of the study associated by the curriculum has good generic division as the curriculum
consists of all genres - Essay, Fiction, Poetry, Drama and Film. While analyzing the curriculum,
it is both theoretical and practical. A course (Eng. 311) as first paper entitled 'Western
Intellectual Tradition and Literary Theory' has been introduced as a theoretical course. Poetry,
prose, drama and film are the essential core of the contents of the curriculum. Practical criticism
deals with the practical aspects of the course. Further, a course in one hundred full marks
namely, Functional English (Eng.316) is also introduced with the view to provide functional
knowledge of the English language. By this, the course offered in the curriculum has been seen
as covering the wider range of literary, functional and theoretical aspects in integration with its
practice.

As the coverage of latest trends and contextualization of the contents are concerned, it has widely
incorporated the desired contents of post-colonial, deconstructionist and new-historicism
theories. In this sense, a good coverage of philosophical and literary theory as well as practice
can be observed in the curriculum.

As the interaction with the subject experts, curriculum experts/designers and some of the lectures
at college during the field study is concerned, the coverage of the curriculum seems good
however, not excellent. According to them, the curriculum does not focus on the non-western
philosophy. Most of them claimed that the non-western philosophy and literature is as rich as the
western. Further, it would be more convenient to teach oriental texts to the students rather than
the western ones. Their arguments in support of this are that they are the philosophy, tradition
and literature that the students are familiar with. It is the first and oldest philosophical practice
and belief as well as it is higher in prestige in comparison the western ones.

*Lecturer of Tribhuvan University (R. R. Campus)

--This article is a part of a research conducted by the author for University Grants Commission under the
title "A Study on the Effectiveness of B. A. Major English Curriculum of Tribhuvan University"
While analyzing this, the course contents of the curriculum seems having some weakness lacking
the incorporation of oriental philosophical and literary tradition and practice. By this, it would be
better to include these and related contents of the course in the BA major English curriculum for
the further betterment of the curriculum.

c. Output

Output here, means the product of the curriculum. The curriculum aims to provide students with
sound background for the serious study of literature along with giving them appropriate tools for
interpreting, understanding and creating text. In this line, an attempt has been made during the
field study to measure the interpretative and creativity of the students with the help of
professionally designed research questionnaire. As their response on the questionnaire is
concerned, it has shown two different types of result based on the creativity and criticality.

For the fulfillment of the set objectives of the research, one hundred students from the three
classes of Bachelor level were selected and incorporate in the study. Three different types of tests
(creative, critical and interpretative) were given to them to check their aforementioned capacities.
Their responses were scored in number and converted into percentage for the purpose of
analysis. The status of their response is shown in the following table:

Table No. 3

Average scoring of the students on the texts

Types of test items Creative Critical Interpretative

Average scoring No % No % NO %

5 16.66 12 40 21 35

Source: Field survey, 2012

According to the data, the students have performed well in the critical analysis of the given text
among other types of the tests. However, their average scoring in it is also not so satisfactory
(only 40%). Their scoring on interpretative tests is 35 percent in average and the test in creativity
shows only 16.66 percent marks in average. By this, student's performance on critical
appreciation and analytical interpretation seems somehow good, though not satisfactory, in
comparison to their creativity. The result shows that their performance on creativity is poor.
*Lecturer of Tribhuvan University (R. R. Campus)
--This article is a part of a research conducted by the author for University Grants Commission under the
title "A Study on the Effectiveness of B. A. Major English Curriculum of Tribhuvan University"
By this result, it can be said that the product of the curriculum can understand the texts, may
develop critical and analytical power to analyze the texts on them. However, they cannot develop
creativity as desired and required. According to the interaction with the lecturers and the subject
experts as well, like the responses of some of the students, the curriculum does not focus on
related required exercises to develop creativity on the students. Based on their arguments, thus, it
is advisable to manage the exercises, works and projects to develop creativity on the students
more than what they have now.

d. Duplication

By theory, a good curriculum should not have any duplication of the contents, works and
exercises. The main reason behind having no duplication is that it repeats the same performance
and learning achievements of the students. As a result, the students' learn the same knowledge
and skill instead of a new one.

In the same line, an attempt has been made to analyze whether the contents, activities, and
knowledge/skills of the curriculum are duplicated of not. The result of the analysis derived the
following findings:

 The theories like feminism, Marxism and Deconstruction are included in BA first
year .The same is repeated in the third year as well. What it has the differences are
that it is more theoretical in the first year and more applied/practical in the third
year.

 The Great Gatsby is the prescribed text for Grade 12 (HSEB)/IA. The same is introduced
in BA first year as well. The text is theoretical in Grade 12 however; it is both theoretical
and applied in BA first year.

According to the views of almost all the teachers/lecturers understudy, it is not necessary to
repeat the same text in different grades /levels, instead both the theory and application can be
taught at once at the same class. Some of the subject experts understudy also supported their
views and argued that a new theory can be introduced, a now knowledge/skill can be taught, a
now content can be familiarized instead of repeating the same in different grades for the same
students. In the case of aforementioned repetition, according to them, it may have no logic to do
so.

*Lecturer of Tribhuvan University (R. R. Campus)

--This article is a part of a research conducted by the author for University Grants Commission under the
title "A Study on the Effectiveness of B. A. Major English Curriculum of Tribhuvan University"
By this, the curriculum has found some minor repetition and/or duplication of the text/content. It
would be better if this duplication could be revised and presentation could be managed with
single content in a linear way.

e. Vocational

The vocational aspect of the curriculum has also been regarded as a parameter to assess the
effectiveness of the curriculum. While analyzing the curriculum, it is found that the curriculum
has focused more on the theoretical aspect and only a least on the practical/applied aspect. That
is, it aims to equip the students with the sound theoretical knowledge of the literature through
cutting-edge materials and aims to develop the capacity to understand, interpret and create the
texts. By these objectives, it is clear that its focus is more on the theoretical aspects. It is
generally believed that theoretical courses are least vocational in comparison to the practical
ones.

As the interaction with the lecturers, experts and the students during the field study is concerned,
the vocational aspects of BA major English curriculum should be judged basing on its market.
According to them, in the market of teaching field, the product of it is less saleable however in
the administrative field, the products can show their vocational performance. According to some
of the experts understudy, a course on ELT methods and practice should be introduced in the
Bachelor and Master's level to make the product of it vocational in teaching field esp. for the
secondary school level. Above all, the discussion shows that the curriculum is vocational in
average. That is, it is neither highly vocational nor least non-vocational.

f. Weightage

As the weightage of the contents in the curriculum is concerned, it has offered six hundred full
marks, each one hundred marks per six different papers. Their paper wise weightage has been
given in the table below:

Table No.5
Weightage distribution

S PAPER COURSE TITLE FM WEIGHTAGE

N

*Lecturer of Tribhuvan University (R. R. Campus)

--This article is a part of a research conducted by the author for University Grants Commission under the
title "A Study on the Effectiveness of B. A. Major English Curriculum of Tribhuvan University"
 1 1st Western Intellectual Tradition 100 Essays 40% and
and Literary Theory Literary Theory 60%

2 2nd Prose: Essays and Short 100 Essays 50% and

Stories Short Stories 50%

3 3rd Drama and Film 100 Drama 80% and Film 20%

4 4th Poetry 100 Poetry 100%

5 5th Critical Thinking and 100 Critical Thinking 50%

Practical Criticism Practical Criticism 50%

6 6th Functional English 100 Teaching Method 25% and

Teaching and Learning
Components 75%

According to the facts presented in the aforementioned table, the distribution of weightage of the
course content is systematic. The course has eleven different varieties of contents based on their
nature and accordingly has the weightage of them. To refer to only some of the experts
understudy, it would be better if the contents and weightage for teaching method were increased.
Their argument towards it is that the focus on teaching method helps to make the course more
practical and pedagogical rather than theoretical.

g. Contextual

The curriculum has included all the related and important theories since Plato to the modern
time. It has incorporated not only the modern but also post-modern theories and concepts like
deconstruction. The poems, essays, short stories, dramas and film all are selective and contextual
along with its theory and practical criticism. By this, the curriculum seems contextual if only the
prescribed texts are taken into the core.

There is another side of its context as well. Many of the lecturers, experts and some of the
students also put forward their different views regarding its contextual parameter. According to
them, the curriculum only focuses on the western tradition, philosophy and literature completely

*Lecturer of Tribhuvan University (R. R. Campus)

--This article is a part of a research conducted by the author for University Grants Commission under the
title "A Study on the Effectiveness of B. A. Major English Curriculum of Tribhuvan University"
ignoring the non-western tradition, philosophy and literature. According to them, the curriculum
only focuses on the western tradition, philosophy, and literature completely ignoring the eastern
(non-western) and oriental tradition, philosophy and literature. According to them the oriental
philosophy and literature is as older than the western one and is as rich as the western ones. In
this circumstance, teaching of the oriental text will certainly be contextual to the students having
the same linguistic, literary and philosophical background.

h. Logical Sequencing

A curriculum to be an effective one, it should have the logical sequences of the associated
contents. That is, whatever the subject areas the curriculum has captured with, they should be
logically sequenced. While analyzing the BA major English curriculum of Tribhuvan University
based on this parameter, the curriculum is found as an integrated whole of almost all the genres
of the theories and literature. The courses of the study are logically ordered based on the
principle of 'simple to complex' and 'known to unknown'. That is, Literary Theory along with the
Western Intellectual tradition is introduced in the first year having one hundred full marks.
Prose: Essay and Short story (100FM) and Drama and Film (100FM) is introduced in the second
year. Accordingly, Poetry (100FM), Critical Thinking and Practical Criticism (100FM) and
Functional English (100FM) are introduced in the third year having 300 full marks altogether.

By this presentation, it can be said that the contents and course of the study for BA major
English has been logically sequenced. This order is supported by the students as well as the
lecturers too. The curriculum designers and experts understudy also argued in support of the
logical sequencing of the curricular contents.

i. Recent Trends

The curriculum of BA major English has found capturing the recent trends of language and
literature. The reading materials are cutting-edge and selective from the new and innovative
trends that are developed in the philosophical and literary world. The literary theory consists of
modern and post modern theories like New Historicism, Post-colonialism. Similarly, the prose
and poetry are selected from all the traditional, modern and postmodern theoretical bases. The
introduction of the film is the innovation in the field of teaching and learning however, it is failed

*Lecturer of Tribhuvan University (R. R. Campus)

--This article is a part of a research conducted by the author for University Grants Commission under the
title "A Study on the Effectiveness of B. A. Major English Curriculum of Tribhuvan University"
to incorporate the recent trends of assessment system. Thus, it is advisable to include the
innovative assessment system for its further betterment.

j. Teaching Methodology

As a parameter to analyze the effectiveness of the curriculum, teaching methodology used to

fulfill the objectives of the curriculum is an important indicator to measure. The curriculum itself
can do nothing no matter how well and advanced it is designed until it has well organized,
systematic, and strategic teaching methodology. So many new and innovative trends, techniques,
mythologies and technologies have been developed in the field of teaching learning. This is why,
a good curriculum should have to address and incorporate all these in its methodology.

As the curriculum understudy is concerned, it is found weak in the application of modern and
innovative teaching mythology. Traditional teacher center methods (lecturing, question answer,
and demonstration) are used to teach the student. Although the use of necessary teaching
materials/aids are expected by the curriculum, in real life practice, only the traditional 'chalk and
talk' method is found to be used. As all the students, teachers, experts and curriculum designers
are found opposed to this method and ways, it is advisable to make change in the ways of
teaching introducing the recent and modern student centered and activity centered
methodologies.

k. Assessment System

Assessment system is one of the main indicators to measure the effectiveness of the curriculum.
It is a way to know the achievement of the learning outcome of the students. For this, different
formative, diagnostic, and summative, assessment tools should be used. While analyzing the BA
major English, curriculum of Tribhuvan University, it is found weak in its assessment system. It
has expected only a final summative assessment at the end of each academic year having 100 full
marks. However, its coverage of the course contents is large. In this situation, how an
examination of three hours having 100 full marks at the end of the academic year can measure
and assess the students' actual performance and learning achievement?

According to the information obtained from the field, the experts, curriculum designers and all
the lectures argued and agreed to conduct semester wise testing system to improve the quality of
assessment. According to them, the three year BA program should be of at least six semesters

*Lecturer of Tribhuvan University (R. R. Campus)

--This article is a part of a research conducted by the author for University Grants Commission under the
title "A Study on the Effectiveness of B. A. Major English Curriculum of Tribhuvan University"
having at least one semester test at each six month. Further, project works, internal assessment
and different formative and diagnostic tests should also be administered to improve the quality of
testing/assessment system. However to do these all, first, a national level comprehensive policy
on re-structuring higher education in Nepal should be needed.

Major Findings of the Study

1. The BA major English curriculum has good link with the IA/+2 and MA major English
curriculum of Tribhuvan University and can function as a bridge to link between I.A./+2 and
M.A. curriculum.

2. The students are found able and interested in understanding, analyzing and interpreting the
text. However, they are found least capable in creating new texts similar to what they have
learnt. This is found mainly because the critical and analytical aspects are highly focused but
creativity has least focused in the curriculum. The study found the following strengths of the
curriculum:

 Introduction of the new literary theories and practices by giving students tools for
systematic study and understanding of texts and help them apply the tools in
appreciating literary and other text critically and creatively

 Empowering students with a spirit of inquiry, logical reasoning and taste of reading a
good literature

 Good generic division: Incorporation of the essays, fictions, poetry and drama along
with the introduction of the film study

 Focus on the critical appreciation of the text and application (practical aspect) of the
theory

 Retention of logic and critical and creative thinking along with specializing on
practical criticism which is systematically introduced

 An attempt has also been made to focus on teaching language function and skills as
well

*Lecturer of Tribhuvan University (R. R. Campus)

--This article is a part of a research conducted by the author for University Grants Commission under the
title "A Study on the Effectiveness of B. A. Major English Curriculum of Tribhuvan University"
3. The curriculum tries to cover the contemporary needs of both the learners and the society.
However, due to some of the weaknesses of the curriculum it has not found completely
addressing the desired expectations. The study has found some of such weaknesses as below:

 The emphasis on western philosophy has shadowed the richest oriental philosophy.

 Least focus on creativity

 The course has less focus on the functional aspects, grammar and the language function

 Focus about language but not in language use

 Focus on generic/periodic history is lacking

 No content is introduced for multidisciplinary approach

Recommendations of the Study

Based on the aforementioned findings of the study, the following recommendations have been
suggested for the betterment of the existing situation in the study:

1. It is suggested to add some stories, dramas, poems in Bachelor's level to make students
prepared to cope up with the Master’s degree course.

2. To develop creativity in the students, many innovative exercises should be managed and
maximum opportunity to practice should be provided. As far as possible, a separate course on
creative writing or more chapters on the same course for creative writing should be
provisioned.

3. To address the contemporary needs of both the learners and the society, it is necessary to
introduce the oriental philosophy, theory and literature to make the curriculum more effective
and purposeful.

4. Rhetoric-based course, if included, can make the learners more text oriented and helps them
enhance their analytical power along with their creativity

5. Lack of historical knowledge has made students’ critical analysis less effective. This is why;
it is suggested to introduce a paper with 50 full marks with American and British history in
general.

*Lecturer of Tribhuvan University (R. R. Campus)

--This article is a part of a research conducted by the author for University Grants Commission under the
title "A Study on the Effectiveness of B. A. Major English Curriculum of Tribhuvan University"
6. To make students ready for research, introduction of research is highly demanded.

7. A course on long fiction can be introduced with 50 full marks to let them the opportunity of
the serious study of the vast area of English literature.

8. It is necessary to introduce a course for grammar, language functions, language skills and the
pedagogy.

9. To make the curriculum of BA major English more effectiveness, the following indicator
wise suggestions should be followed:

 There is minor duplication of the course contents in the curriculum, thus, it should be
revised to eliminate any of the duplications in it

 It is suggested to make the curriculum highly vocational by introducing market related

components in the curriculum

 The curriculum will be more effective if the ignorance of oriental philosophy, theories,
and literature is corrected by including them in the curriculum

 The teaching methodology should be innovative, learner- and task-centered, as well as

modern and effective

 To reform in the illogical and disorganized assessment system, it is recommended with

high priority to adopt the semester system in the bachelor level at Tribhuvan University
and should follow the semester wise assessment procedure. Many different assessment
activities including project work, internal assessment and other means of formative
assessment should be adopted

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*Lecturer of Tribhuvan University (R. R. Campus)
--This article is a part of a research conducted by the author for University Grants Commission under the
title "A Study on the Effectiveness of B. A. Major English Curriculum of Tribhuvan University"
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*Lecturer of Tribhuvan University (R. R. Campus)
--This article is a part of a research conducted by the author for University Grants Commission under the
title "A Study on the Effectiveness of B. A. Major English Curriculum of Tribhuvan University"
*Lecturer of Tribhuvan University (R. R. Campus)
--This article is a part of a research conducted by the author for University Grants Commission under the
title "A Study on the Effectiveness of B. A. Major English Curriculum of Tribhuvan University"