Abstract

• This study investigated new science curriculum implementation at primary level. The specific objectives were: to investigate the extent of teachers’ practices in new science curriculum implementation in terms of planning, teaching, managing classrooms and assessing. Explanatory mixed method was used, quantitative study first and qualitative study follows to explain quantitative findings deeply. In pilot study, instrument validity and reliability were conducted with the samples of 380 primary teachers from Nga Pu Taw Township and Kyaik Ma Yaw Township. In the main study, the samples of 530 teachers were selected from Yangon Region by using multi stage cluster sampling method. Questionnaire validated in pilot study, was used in the main study. Quantitative data was analyzed by descriptive and inferential statistics and qualitative data was analyzed by thematic analysis. Although quantitative findings indicated that teachers practiced to a moderate extent in curriculum implementation, observation results indicated that there were many requirements for successful implementation. There were statistically significant differences according to gender, age, position, service, qualification, course (related to science). The interview results and open-ended responses highlighted that resources (staff, time, space, teaching aids, teacher’s quality and refresher courses) should be adequately and efficiently supported for effective curriculum implementation.