Creating Situation Analysis Instruments Towards the Curriculum Development of an Extension Program

Kristine A. Cabling

Given the importance of the curriculum context, situation analysis is an important first step in curriculum development. It was first introduced in Nicholls and Nicholls’ 1972 cyclical model of curriculum development as an “analysis of all the factors which make up the total situation followed by the use of knowledge and insights derived from this analysis in curriculum planning” (Nicholls & Nicholls, 1978). This research is part of a larger study that seeks to operationalize Murray Print’s (1993) situation analysis model as a first step towards the curriculum development of the Department of European Languages (DEL) Extension Program in the University of the Philippines Diliman. Using Skilbeck’s external and internal factors (Reynolds & Skilbeck, 1976), and the curriculum elements, situation analysis instruments were created in order to fulfill the first two steps of Print’s (1993) situation analysis model: identify problems in context and select appropriate factors.

To be discussed in this research are processes of creating the instruments, the data gathering procedure and analysis of these instruments, and the resulting problems and appropriate factors salient to the DEL Extension Program. The findings that address two steps of the model will serve as the groundwork for the third and fourth steps of the situation analysis model. These in turn will provide important data that will inform how the curriculum will be designed.