Curriculum Reform: Assessing the Curriculum Understanding in Developing Effective Teaching and Learning Strategies Among Logistics and Supply Chain Teachers at Polytechnic Malaysia

Abstract

Developing teaching and learning strategies is not simple; many factors must be considered, that begins with knowledge and comprehension of the learning curriculum, the use of technology, knowledge of the lesson contents, taxonomy level, and culminating in the classroom environment. The teacher's knowledge and understanding of the curriculum are crucial for them to draft the formula for teaching and learning strategy because the desired outcome is to produce a graduate with holistic characteristics who excel both academically and socially aspect. This quantitative research was conducted by distributing a set of questionnaires to 50 lecturers in the field of logistics and supply chain. Throughout this research, researchers have cited the lecturer's knowledge and comprehension of the Logistics and Supply Chain curriculum as the primary focus of the lecturer's efforts to develop effective teaching and learning strategies. The software Statistical Package for the Social Sciences (SPSS) Version 27 tests mean values, standard deviations, frequencies, percentages, and correlations in this quantitative study. According to the descriptive analysis, the mean value of the lecturer's curriculum knowledge was 4.4554, and the mean value of the lecturer's curriculum comprehension was 4.8888. With a correlation value of 0.81, Pearson's correlation analysis revealed a significant relationship between the variables tested on a very strong scale. Therefore, it is crucial for teachers to really understand the goals and objectives of the curriculum so that they can strategize their teaching and learning activities effectively.