The chemistry curriculum for the foundation year in Cambodia: An exploratory analysis

This study aimed to explore the planned, implemented and attained Chemistry curriculum of the foundation year of Royal University of Phnom Penh. The data were gathered utilizing classroom observation protocol, interview guides, chemical concept inventory test, science process skills test, attitudes towards Chemistry, views about Chemistry questionnaires and other related documents. Selected faculty staff were observed and interviewed about their classroom performance. Tests and questionnaires were administered to one hundred thirty six (136) foundation year students. Descriptive statistics (mean, median and standard deviation) was employed as statistical tool in analyzing collected data. The results showed that the foundation year Chemistry curriculum at Royal University of Phnom Penh was not well planned and the content knowledge and the classroom culture of the related faculty staff were described as rarely occurred. The teaching strategies were more on the traditional and the cognitive activities were more on the lower level of Blooms Taxonomy. The performance of the foundation year students in the chemical concept inventory and science process skills did not reach 50% level and with a low transitional view profile about Chemistry, even though they had positive attitudes towards Chemistry course. Within the scope and limitations of the study, the planned and implemented foundation Chemistry curriculum at Royal University of Phnom Penh maybe regarded as not yet fully attained