Stakeholders’ Perception towards the Modular Approach Curriculum in the Ethiopian Northern Cluster Public Universities

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There are various factors that affect the implementation of the modular approach curriculum among which is perception of Stakeholders. Thus, the overall purpose of this research voyage was to analyse the perceptions of key stakeholders towards the modular approach curriculum for health professionals. The research framework employed was convergent parallel mixed design. The research settings were four Ethiopian Northern Cluster Public Universities. The sources of data were academic leaders, instructors and students from the four universities and curriculum experts from the Ethiopian Ministry of Education. Stratified proportional simple random, available and purposive sampling techniques were used. The data collection instruments employed were questionnaires, interviews and focused group discussions. One sample t-test was used for analysising the quantitative data with the help of SPSS version 22 while the qualitative data were analysed on thematic bases. The analyzed results disclosed that leaders, instructors, students and curriculum experts had positive perceptions towards the modular approach curriculum. In a nutshell, it can be concluded that leaders, instructors, students and curriculum experts seem to be comfortable with the modular approach curriculum in the Ethiopian context. Hence, it seems feasible to recommend that the Ethiopian Northern Cluster Public Universities and the Ministry of Education should exert their steady efforts to maintain the continuity of such favourable perceptions of the key stakeholders towards the modular approach curriculum. modular approach curriculum Perception implementation stakeholders northern cluster Figures Figure 1 1. Introduction Modular approach curriculum is one of the contemporary issues in education which has nearly sixteen years life span in the universities of Ethiopia. The issue of modular approach curriculum as a paradigm shift nowadays has become very sensitive center of contest regarding its real contribution better than the traditional way of curriculum implementation. The modular approach curriculum was introduced to Ethiopian universities with the assumption of gaining improved learning skills and knowledge of graduates as opposed to the conventional type of university curriculum. MOE [ 17 ] has indicated that modularization is the output of Business Process Reengineering (BPR) which was embarked in the Ethiopian context. MOE [ 17 ] has also presented the following four core justifications for launching modularization oriented instruction in the public universities of Ethiopia: the current curricula are based on field of study and courses are disaggregated, workload of students are not addressed in the existing curriculum, there is less linkage between university training and the labour market needs, and the traditional curriculum is teacher-centered. Modularization has merits of student mobility, curriculum flexibility, and degree comparability and compatibility [ 17 ]. Moreover, MOE[ 18 ] in Education Sector Development Program Five has boldly pointed out that modularization has paramount impact in uplifting the quality of the instructional process through curricula harmonization for undergraduate programs as well as the implementation of active learning methods. Similarly, [ 9 ] in his research work has addressed five major reasons for introducing modularization. These are to accommodate multiple needs of students through maximum flexibility and student mobility, to give wide opportunity to the students in selecting and managing their own studies, to entertain the demand of employers and enhance student employability, the motive to insert interdisciplinary and breadth into the curriculum, and the need to minimize costs and maximize efficiency in resources utilization. MOE [ 17 ] has reviewed that modularization can result in opportunities and challenges, and has come up with suggestions for tackling the may appear problems on the effective implementation of the modular approach curriculum in the Ethiopian public universities. The opportunities of modularization contained in MOE[ 17 ] document are: ensures satisfactory minimum standards or competencies, caters for individual differences in learning, encourages mastery, enhances teachers’ competencies, develops learners’ autonomy, encourages a changed role for the teacher, and integrates theory and practice. The main purpose of this study was to assess the perceptions of leaders, instructors and students in the Northern Cluster Public universities of Ethiopia and curriculum experts in the ministry of education about the modular approach curriculum. The current topic around the issue of modularization was considered on the following ground. Firstly, different arguments are available in literature with regard to the modular approach curriculum in higher education as compared to the traditional mode of delivery. Secondly, the previously conducted research works did not cover the Northern Cluster Public universities in Ethiopia. Thirdly, the researcher worked as a chairperson of Curriculum Design and Review Committee at Mekelle University for four years and, therefore, he observed many militating constraints both at document level and implementation process. Fourthly, there are no research works carried out at the proposed northern cluster public universities of Ethiopia up to my current access. Fifthly, the research studies by [ 23 , 19 ] have disclosed that the implementation of modular approach curriculum is affected by multiple factors. To mention some, students did not have freedom to select module, soft and hard copies of resources were not accessible to students, assessment was not based on competency, challenges on the use of continuous assessment, negative attitude towards modular approach by university students and instructors, scarcity of time, modular curriculum does not consider the uniqueness of the course, tension between top management and instructors, etc. Generally, the previously conducted national research works by [ 23 , 19 , 24 ] did not consider my research settings. To sum up, the stimulating key factors to conduct the current research undertaking are different arguments in literature, research works, and my professional experiences as university instructor witnessed ups and downs on modular approach curriculum implementation which is recently adopted innovation to the public universities of Ethiopia. Curriculum implementation at any educational level demands continuous monitoring and evaluation mechanisms so as to grasp the successes and challenges, and thereby to design effective strategies that will lead to better achievement. Here, it is imperative to comprehend that fruitfulness of a curriculum in practice depends, among other things, on the perceptions of stakeholders. Similarly, the modular approach curriculum needs to be checked to what extent it is smoothly being implemented as intended. In this regard, the role of multiple key stakeholders on the process is extremely crucial in maintaining the quality of education in public universities of our country through the modular approach instruction as an instrument. The outcome of this research work is expected to have considerable contribution at different angles. Therefore, the findings of this research will handover essential benefits to different stakeholders such as : the ministry of education will be able to revisit about the current status of modular approach curriculum in the public universities and devise new mechanisms for boosting its effectiveness; Northern Cluster Public Universities’ leaders, instructors, and students will get inputs from this research work in order to play their roles in improving the quality of modular curriculum; policy makers and curriculum experts will be able to revisit the relevance of the modular approach curriculum in the public universities of Ethiopia; the results of this research will also serve as a springboard to other scholars for conducting research on modular approach curriculum in particular in the public Universities of Ethiopia; and the researcher himself will get immense benefits from this study for carrying out research in similar or varied dimensions of the modular approach curriculum for the coming years. 2. Review of Related Literature 2.1 The Concept of Modularization and Modular Approach Curriculum The idea of modularization is understood as a system of education which is realized in educational institutions using modules as instructional materials. Modularization is also viewed as the fundamental shift from the conventional mode of lesson delivery to student- centered approach which gives high weight to individual system of lesson provision. Modular curriculum is conceived as the assortment of the curriculum contents in a way convenient to effectively manage the instructional process in terms of each student needs [ 9 , 8 ]. Similarly, [ 16 ] have viewed modularity as an organizing principle which promotes clarity, minimizes complication, achieves flexibility and has some institutional benefits for working side by side and solving tasks separately. According to [ 9 ], different universities in America and Europe have introduced modular curriculum to accommodate students with multiple needs as well as to give them an opportunity of flexibility and choice on their learning. This scholar has also addressed that modularization is a transition from credit- hour working to credit-system way of assessment. He further said that “modular systems share an underlying philosophy that learning can be broken down into measurable, quantifiable units of Knowledge” (p. 1). Scholars like [ 9 ] and [ 8 ] stressed that the implementation of modular curriculum will evidently have an impact on five elements of university instruction. These are the educational program, the study materials, the teachers, the students and the organization in general. Hence, they recommended that intervention strategies should be devised in order to alleviate negative influences that could be rooted from any of the above mentioned components. In the basic assumption of [ 8 ], a student is viewed as the key factor on the entire implementation process of the modularized curriculum. 2.2 Historical Development of Modular Approach Curriculum Modular approach curriculum was introduced to higher education based on the Bologna agreement. The inception of modularization as an innovation was applied in the industrial world of work in western countries with the aim of ensuring maximum efficiency in making use of products and calculating the proportionality of different huge outputs from the companies [ 17 ]. American universities are recognized as pioneers in implementing modular curriculum. The introduction of modular education to those educational organizations has linkage with the development of student-centered approach and with the popularity of the concept self-realization in the quest of studies. The first university which had practiced modular approach curriculum in 1869 is Harvard University from America. Students had freedom to select courses as well as specializations based on their needs. It is also addressed that students at Harvard University had nearly total freedom for selection. The year 1890s witnessed a change in assessing students’ progress in the light of each course accumulation instead of finishing the entire courses. Besides, a shift was made from hours-based measurement to ECTS procedural quantification of student’s results [ 8 ]. 2.3 The Perception towards the Modular Approach Curriculum There are different research works that show the views of leaders, instructors and students about a new curriculum affect its implementation. A survey on graduating students [ 20 ] in a medical school in Chinese university has confirmed that the views about a reformed curriculum should be identified. The findings of this study had disclosed that the perceptions of the graduating students towards modular curriculum were better positive than the traditional curriculum. Besides, a research report by [ 11 ] confirmed that leaders and instructors had positive perceptions towards the medical modular approach curriculum in some public universities of Ethiopia which are out of the current study. There are also studies in the universities of Ethiopia concerning the implementation of modular approach curriculum. Research findings [ 23 ] in postgraduate programs of Addis and [ 19 ] in undergraduate programs of the Amhara National Regional State universities have confirmed that the perceptions of university instructors and students were positive towards the implementation of the modular approach curriculum. According to [ 23 ], there were significant differences in attitude towards the modular program, modular delivery and availability and accessibility of module related materials among students from varied colleges. This implies that the perceptions of students about the modular approach curriculum varies from specialization to specialization. The current research work attempted to investigate the views of leaders, instructors, and graduating students in the college of health sciences about the modular approach curriculum implementation in the Northern Cluster Public Universities of Ethiopia. 3. METHODOLOGY 3.1 Research Design A research design is defined as the overall framework for selecting research sites, sources of data, data collection procedures, and data analysis to answer the formulated research questions. It is further indicated that the objective of a sound research design is to provide results that are ascertained to be tangible [ 15 ]. The selection of a research design is also based on the nature of the research problem or issues being addressed, the researcher’s personal experience and the audiences for the study. There are three types of research designs, namely: quantitative, qualitative, and mixed [ 4 ]. Creswell [ 4 ] argues that mixed research design is beyond merely gathering both qualitative and quantitative data. This implies that the collected data are integrated, matched, or merged at some phase of the course of study. He extends his contemplation on the rationale to mixing by saying that qualitative and quantitative methods in isolation are not enough for searching out the phenomenon in a real context with a concrete evidence. This study adopted a mixed research design because of its advantage in achieving better understanding concerning the perception of stakeholders about the modular approach curriculum. In connection with this, [ 2 ], conceived mixed research design as a third solution to previous paradigm conflicts by presenting a practical and logical option. There are three kinds of mixed research design. These are Convergent parallel, sequential, and Transformative. With regard to convergent parallel mixed research design, the quantitative and qualitative data are collected concurrently. But, in sequential mixed research design, the quantitative and qualitative data are collected at different times [ 4 ]. The convergent parallel mixed research design was employed in this research project. Source: Creswell (2014). 3.2 Descriptions of the Study Area The research settings were public higher education institutions which are located in Tigray and Afar regional states classified as Northern Cluster Public Universities by the federal ministry of education of Ethiopia. The universities which are categorized under the umbrella of northern cluster are Semera University (SU), Mekelle University (MU), Adigrat University (ADU) and Aksum University (AKU). Semera University is situated in the Afar national regional state where as Mekelle, Adigrat and Aksum Universities are is located in Tigray national regional state at the northern part of Ethiopia. 3.3 Population, Sample Size and Sampling Techniques The target population in this study encompasses all leaders, instructors, regular graduating students in the Ethiopian Northern Cluster Public Universities focusing on the College of Health Sciences, and curriculum experts from Ministry of education. Non- probability and Probability sampling techniques which embrace both qualitative and quantitative information were employed. “Sampling in quantitative research typically follows random sampling procedures (Creswell, [ 5 ]). “Researchers calculate the required sample size before beginning the study and that size remains a constant target throughout the study” ([ 12 ], p.2). Sample size decision in qualitative research is flexible and has no defined rules. Hence, the number of research participants is fixed by the researcher’s judgment based on the available time, resources, purpose of the study, usefulness and credibility of the selected cases [ 21 ]. One of the most known sampling techniques in qualitative research is purposive sampling. Here, sample sizes can be determined before data collection or later depend on the resources and time available, as well as objectives of the study. The accomplishment of data review and analysis hand in hand with data collection yields in most successful purposive sampling [ 14 , 6 ]. In purposive sampling, researchers sort out the cases to be included in the sample on the basis of their judgment. In this way, they build up a sample that is satisfactory to their specific needs [ 3 ]. Accordingly, purposive sampling strategy was used to select MOE experts, university leaders, instructors, and students for interview and focused group discussion. Stratified sampling technique is useful for classifying the target population in to certain strata in terms of the characteristics of the population such as sex, educational status, specialization teaching experiences, etc. Stratified sampling technique was employed to categorize the universities, Colleges and respective departments including leaders, instructors, and students. Simple random sampling method as an aspect of probability sampling is viewed as the most popular and rigorous for selecting representatives by giving an equal chance. The objective of simple random sampling technique is to select respondents which can represent the target population where any bias in the population will be proportionally distributed among the selected individuals [ 5 ]. Simple random sampling technique was used to select respondents from among Northern Cluster Public universities instructors and undergraduate regular students in the Colleges of Health Sciences for collecting information through questionnaires. These respondents were sorted out using lottery method. Academic vice-presidents, academic program directors, deans of colleges, quality assurance heads and department heads were embraced to elicit their information in the questionnaires using available sampling technique. 3.4 Data Collection Instruments The data collection instruments employed in this study were questionnaire, interview, and focused group discussion. A questionnaire as a major data collection instrument was composed of questions to be recorded by individual sample respondent based on his/her opinion. Questionnaires are better than interviews due to the fact that they enable the researcher to cover large sites for collecting data within a short period of time. Nevertheless, such instruments have limitations in deeply digging out the attitudes, beliefs, and inner experiences of the respondents. In addition, there is no possibility to modify unclear questions after dispatching them to the respondents [ 10 , 22 ]. Open-ended and closed-ended questionnaires were developed. Three types of questionnaires were prepared to be filled by northern cluster public universities academic leaders, instructors, and students particularly in the colleges of Health Sciences. The contents in the questionnaire were guided by the reviewed of related literature. In a nutshell, interviews are more useful in the sense that they are adaptable to the situation. They give freedom to the researcher to explain ambiguous questions while the interview session is on progress, and to build trust and rapport with the research participants. The respondents also have the opportunity to disclose their opinions freely and in detail as opposed to other data gathering tools [ 22 ]. Similarly, [ 5 ] has expressed that interview could be conducted face to face with the respondents by asking them general unstructured and structured questions as well as recording their information. He explicitly told that there is a possibility to ask additional questions to the participants when the need arises while the conversation is underway. Focus Group Discussion is also called as in-depth interview. This helps to induce first- hand information from the purposely sampled respondents. It enables to entertain multiple perspectives from intentionally selected individuals who have deep exposure about the issue under investigation to generate genuine and valuable data [ 10 , 6 , 14 ]. Regarding the sample-size of the research participants, scholars propose varied numbers. For example, Gall [ 10 ] suggests 5 to 12 relatively homogenous participants whereas [ 12 ] propose 8 to 10 with a maximum of 12 participants. The researcher preferred a sample size of 12 participants for each focus group discussion. There were totally eight focus groups which means that two focus groups from each university which included instructors and students. 3.5 Data Collection Procedures The items for the questionnaire, interview guide, and focused group discussion guide were prepared from the review of related literature vis-à-vis the research question formulated about perceptions of stakeholders. These data gathering instruments were evaluated by my advisors, experts from English language, curriculum and instruction, and educational psychology who have better experience, and through pilot testing. Then after, necessary improvements were made to the questionnaires before being administered to the respondents. In other words, the feedbacks obtained from advisors, experts and respondents during the pilot testing enabled to reframe few questions and to revise some items. Scholars like [ 22 ], stated that: “questionnaires can be administered face to face, via the telephone or via the post. Ethical issues need to be considered such as anonymity and confidentiality depending on the sensitive nature of the questions being asked” (p. 220). In this research undertaking, the questionnaires were directly dispatched to the concerned samples by the researcher himself and assistant researchers who were given training on research questionnaire management. The designed questionnaires were filled by University leaders, instructors, and students. Interviews were carried out with selected MOE experts, University leaders, instructors, and students. Besides, focused group discussions were conducted with instructors and students of the four northern cluster public universities of Ethiopia. Assistant researchers were recruited for this purpose. The interview sessions were carried out in convenient places such as offices and classrooms so as to create conducive atmosphere and to secure their information only for this research purpose. Similarly, the focused group discussions were carried in comfortable rooms, and were led by the researcher himself and another moderator using hand written notes. 3.6 Data Analysis Methods The data analysis techniques employed in this research undertaking were both quantitative and qualitative related tools which are in harmony with the research design. The data analysis and interpretation part should present detail discussion on the basis of the collected, organized, and calculated information [ 7 ]. Concerning the quantitative technique, descriptive and inferential statistics were used on the data analysis process. In this research study, descriptive statistics such as mean and standard deviation, and one sample t-test as inferential statistics were applied for the quantitative data that were collected through questionnaires with the help of SPSS version 22. Moreover, thematic analysis was used for the qualitative data that were gathered through interviews and focused group discussions. Finally, Analysis on triangulation of the quantitative and qualitative data were carried out based on convergent parallel mixed design. 4 Results and Discussions The objective of this research expedition was to assess the perception of leaders, instructors, and students in the colleges of health sciences in the four Ethiopian northern cluster public universities pertaining to the modular approach curriculum on practice. Hence, the leaders, instructors, and students in the northern cluster public universities of Ethiopia were asked in the dispatched questionnaires to air out their perception about the modular approach curriculum using a five Likert scale which ranged from strongly disagree to strongly agree. The 15 core issues incorporated in those questionnaires were related to satisfaction, provision of feedback, implementation of student-centered methods, accommodation to diversified students’ needs, suitability to practical work, vastness of contents, the adequacy of time for delivery, the linkage to the world of work, relevance of contents, demand of extra workload, encouragement for independent work of students, suitability to use continuous assessment, increment of quality education, stress on the instructors, and stress on the students. The findings and discussions are presented in detail in hereunder. One sample t- Test was employed on the analysis process. Table: One-Sample t-test Results for Perceptions of leaders, instructors and students towards the Modular approach Curriculum Item N Mean SD t df P- Value I am satisfied with the modular approach curriculum 463 3.13 1.18 2.36 462 0.02 I experience that modular approach curriculum is suitable to provide feedback to students frequently 462 3.15 1.14 2.85 461 0.00 I sense that the modular approach curriculum is appropriate for implementing student- centered methods. 453 3.23 1.15 4.25 452 0.00 I understand that modular approach curriculum accommodates diversified students’ needs 457 3.21 1.12 3.92 456 0.00 I believe that the modular approach curriculum is suitable to practical work 461 3.27 1.24 4.71 460 0.00 I sense that the contents in the modular curriculum are vast 460 3.28 1.12 5.44 459 0.00 I experience that the time for delivering modular curriculum is adequate 461 2.89 1.21 -2.01 460 0.05 I feel that the contents in the modular curriculum are relevant to my profession 457 3.37 1.13 7.01 456 0.00 I know that the modular approach curriculum is linked to world of work/demand of current market 462 3.27 1.11 5.26 461 0.00 I sense that modular approach curriculum requires extra workload 460 3.50 1.14 9.45 459 0.00 I feel that modular approach curriculum encourages independent work of students 458 3.33 1.12 6.36 457 0.00 I experience that modular approach curriculum is suitable to use continuous assessment 460 3.27 1.22 4.78 459 0.00 I believe that modular approach curriculum increases quality of education 459 3.24 1.20 4.20 458 0.00 I feel that modular approach curriculum creates stress on the instructors 462 3.09 1.21 1.53 461 0.13 I feel that modular approach curriculum creates stress on the students 459 3.34 1.20 6.15 458 0.00 Over all 463 3.2419 .70712 7.360 462 .000 * P-Value < 0.05; Expected Mean (EM) = 3, The expected average middle Value in the scale for each item and sum of items, SD = Standard Deviation The items in the above table were intentionally prepared to examine current perceptions of the leaders, instructors, and students in the Ethiopian Northern Cluster Public Universities. Accordingly, the statistical analyzed data disclosed that leaders, instructors, and students in Ethiopian Northern Cluster Public Universities had positive opinions towards the practiced modular approach curriculum in harmony with the one sample t- Test results. The respondents revealed their positive perception about the modular approach curriculum in terms of their satisfaction(m = 3.13,SD = 1.18, t(462) = 2.36,p < 0.05),suitability to provide feedback to students frequently(m = 3.15, SD = 1.14,t(461) = 2.85,p < 0.05),appropriateness for implementing student-centered methods(m = 3.23, SD = 1.15, t(452) = 4.25,p < 0.05),accommodation for diversified students’ needs (m = 3.21, SD = 1.12,t(456) = 3.92,p < 0.05), suitability to practical work(m = 3.27, SD = 1.24,t(460) = 4.71,p < 0.05), vastness of the contents(m = 3.28, SD = 1.12, t(459) = 5.44, p < 0.05)), and relevance of the contents to the health professions(m = 3.37, SD = 1.13,t(456) = 7.01, p < 0.05). The above findings were statistically found significant due to the evidences that the observed mean scores which ranged from 3.09 to 3.50 are greater than the Expected Mean (EM = 3). Similarly, the same respondents confirmed positive perception towards the aspects of modular approach curriculum concerning items such as: linkage to world of work (m = 3.27, SD = 1.11, t(461) = 5.26,p < 0.05), requirement of extra workload(m = 3.50,SD = 1.14,t(459) = 9.45,p < 0.05), encouragement for independent work of students(m = 3.33,SD = 1.12,t(457) = 6.36, p < 0.05), suitability to use continuous assessment(m = 3.27,SD = 1.22, increment to quality of education(m = 3.24,SD = 1.20,t(458) = 4.20,p 0.05 and creation of stress on the students (m = 3.34,SD = 1.20, t(458) = 6.15, p < 0.05) were found to be favorable perceptions. This was found statistically significant as long as the observed mean scores exceeded the expected mean value. On the other hand, the respondents exhibited their disagreement with the issue of time adequacy for delivering the modular approach curriculum in those universities. The analysed finding showed that the observed mean score was below the expected mean which implies negative perception towards the modular approach curriculum pertaining to shortage of time. In other words, the respondents revealed that there was scarcity of time where (m = 2.89, SD = 1.21, t (460) = -2.01, p = 0.05). There is no statistical evidence that convince the allotted time for the modular approach was enough because the observed mean score (m = 2.89) was below the expected mean value (M = 3). The overall result of this research work revealed that the leaders, instructors, and students in the Ethiopian Northern Cluster Public Universities had positive perceptions towards the modular approach curriculum. The results indicated that the observed mean score (m = 3.24) was above the expected mean value (M = 3) with the statistically significant of t (462) = 7.36, p < 0.05). The respondents in this research perceived positively the modular approach curriculum in Ethiopian Northern Cluster Public Universities. The results of this study disclosed the agreements of the leaders, instructors, and students in relation to the modular approach curriculum in Ethiopian Northern Cluster Public Universities. In other words, the aforementioned respondents confirmed their positive perception on fourteen items of the modular approach curriculum. The findings reported that the modular approach curriculum was supported by the leaders, instructors, and students in the Ethiopian Northern Cluster Public Universities. The qualitative data by the participants in the interview and focused group discussion sessions also explored their positive perception about the modular approach curriculum in their respective universities. Two teacher participants, for example, came out with strong appreciation about the modular approach curriculum and aired out as follows: Good! I am very glad about the coming of modular approach curriculum to universities. I am always ready to see new things because I expect improvement on curriculum so that innovation will lead to a better knowledge and skills for solving timely problems. As an instructor, I had disappointment with some aspects of the conventional kind of curriculum which do not enable to go with current world affairs. And therefore I observed big differences between the modular approach curriculum and the previous one. I have more confidence that the modular approach curriculum will increase the quality of education at university level. The relevance of the contents which are included in this curriculum is with no doubt admirable. So, I strongly believe that it will contribute a lot in having professionals with desired knowledge and skills in health sciences specialization (SUTI-1, AKUT- 3FGD). A leader and teacher participants also expressed that the modular approach curriculum was comfortable to the health profession: In the first place, I largely appreciate the modular approach curriculum. I really understand the importance of this curriculum. When evaluating the contents, they are fit to the requirements in the field of world market. I recognize that the modular approach curriculum is aligned with best practices of current trend in education. To this end, the modular approach curriculum enables our country to produce health professionals who are well-equipped with necessary knowledge and skills. Overall, the modular approach curriculum makes the students feel valued. It fosters students’ autonomy, creativity, problem-solving capacity, engagement in learning and critical thinking skills. This curriculum also shows progress in quality training based on my assessment before (MULI-2, ADUT-2FGD). An instructor and MOE interviewees also imparted positive feeling about the modular approach curriculum in such a way that: To be honest, I am delighted by the reform made on our curriculum. And I strongly feel that the modular approach curriculum is a nice and relevant one. Many reasons can be presented. The modular approach curriculum makes the students autonomous. Besides, it captures the interest of the students by fostering a sense of engagement and enthusiasm. Actually, in my understanding, this new curriculum is also very essential for applying student-centered method and continuous assessment; developing critical thinking skills; increasing independent work of students; inclusiveness to students’ divergence needs; fitting to international competition; making responsible for one’s own learning and giving timely feedback to learners. Generally, the contents of the modular approach curriculum are strong enough to create knowledgeable and skillful heath workers and to maintain a positive atmosphere by emphasizing on quality of education (MUTI-1, MOEI-1). A research participant who was a leader from one of the northern cluster public universities addressed the modular approach curriculum in the following aspect: It is a lovely question! First and for most, I would like to express my devoted experience about the modular approach curriculum. It is also good to impart the fact that this new curriculum entertains the needs of both the students and instructors. So, I strongly support the introduction of the modular approach curriculum as a sign of advancing with the modern countries. The modular approach curriculum is rewarding in terms of increasing students’ critical thinking skills, engagement in learning activities, creativity, and autonomy. A closer look at the selected contents again leads to better understand about their crucial influence in the world of work through equipping the students with key knowledge and skills. Finally, I can conclude that the modular approach curriculum is appropriate for bringing change in quality of education (ADULI-2). Similarly, a student participants disclosed the challenges before and current progresses made: I remember the first two years of my learning when I was challenged. I had frustration particularly to submit assignments based on the deadline. I tended to hate modularization at that time. But, I adapted with the situation from year three up to my last year of graduation. The history is now changed and I am learning the modules with very high interest and stability. So, I appreciate the modular approach curriculum. I have realized after time that the modular approach curriculum is very relevant to my specialization. The knowledge and skills which I learned from different modules are capable for competition in the world of work. Finally, I view the modular approach curriculum as a best experience to improve the quality of education (ADUSI-3, MUS-4FGD). The data from the interview session also witnessed positive perception towards the modular approach curriculum in such a way that: Just to start, I am very much pleased by the introduction of the modular approach curriculum because of its relevance and necessity at this period. The contents embodied in this curriculum are essentially constructive which provide opportunities for our graduates to compete in the labor-market with international students. The modular approach curriculum is further advantageous for students in order to develop critical thinking, creativity, the culture of innovation. Ii is also flexible and inclusive in accommodating multiple needs. Thus, the modular approach curriculum is found to be concrete in terms of producing health professionals with optimal knowledge and skills besides improving our quality of training (AKULI-3, SUT-5FGD, MOEI-1). These three categories of respondents, moreover, revealed that the modular approach curriculum was perceived as appropriate for implementing student-centered methods and continuous assessment. They further pointed out that the modular approach curriculum in the colleges of health sciences in Ethiopian Northern Cluster Public Universities had strengths in terms of accommodating diversified students’ needs; adequacy of time for delivering the modules, and the relevance of curricular contents to the health professionals. The positive perception reflected by instructor and MOE participants during interview session revolves around the following ideas: Exciting! I have comprehensive knowledge about the modular approach curriculum from varied angles. This new curriculum change as to me is timely and important. And I have full confidence that the modular approach curriculum will improve the quality of education. My first reason to say so is that the modular approach curriculum contents are found to be relevant to the current demands of world of work. The second reason is that the modular approach curriculum is powerful for graduating knowledgeable and skillful professionals. As a whole, the modular approach curriculum is active learning oriented one. Such condition enables the students to increase their engagement in learning tasks which lead to meaningful learning. Thus, I have great thanks to the modular approach curriculum (ADUTI-3, MUT-4FGD, MOEI-1). Student participants reported high interest on the modular approach curriculum in the following statements: I am learning the modules with very high interest. So, I appreciate the modular approach curriculum for many reasons. I found this curriculum very important because it enables me getting necessary knowledge and skills for the work in health profession. Again, it is supportive for increasing creativity, critical thinking skills, responsibility in learning, and in general confidence. When I see the contents, they are enough and relevant to the world of work. Therefore, I agree that the modular approach curriculum increases the quality of education at university level (SUSI-4, AKUS-1FGD). Other student participants forwarded positive and negative perceptions by comparing past and present conditions: I had somehow instability in my early years of learning. I mean there was rush and confusion to complete different assignment especially for the block courses. But, I could solve such challenges from time to time. This time as graduating student, I am doing all tasks with patience and confidence. Therefore, I am now very much interested, and appreciate the modular approach curriculum. And I have assessed myself that the modular approach curriculum is very helpful in equipping with the necessary knowledge and skills. I am confident that I will win in the world of work with students from other countries. Generally, this new curriculum is very relevant by which the quality of education or training can be improved (MUSI-4, SUS-3FGD) The qualitative data obtained from an instructor participant also indicated a positive results saying that: I have had the opportunity to implement various curricula before. Comparatively speaking, I found that the modular approach curriculum is more advanced. It is composed of modern teaching methodologies. It also demands high involvement of the students by fostering their problem-solving skills, creativity, and innovative capacity. Thus, I have assured that the introduction of the modular approach curriculum is necessary and also relevant. My assessment revealed that the contents enable the students to contest in the world market.by well-equipping with necessary knowledge and skills. In general, I view the modular approach curriculum as a best instrument for making differences on our quality of training (AKUTI-5, ADUTI-4). A student who participated in the interview session showed appreciation and confident in the following manner: I appreciate the modular approach curriculum for my specialization. I have learned relevant knowledge and skills for better work in the future. I am very happy for using the modular approach curriculum in my learning process. I am confident that I will successfully pass competitions in the world of work. And I hope the quality of education will be developed (AKUSI-2). The university academic leader, teacher and MOE expert commented that the modular approach curriculum was the right reform: Well, I approached the modular approach curriculum with an open mind for it is relevant and necessary change. Another important issue is that the modular approach curriculum incorporates contents which agree with needs in the world of work. It also ensures active participation of the students and gives them sense of ownership for their own learning. Moreover, the modular approach curriculum is crucial for the implementation of student-centered method and continuous assessment. It is, in addition, possible to say that the modular approach curriculum helps to graduate professionals who are knowledgeable and skillful. The impact of this new curriculum on ensuring quality education is clear. Finally, I recognize the value of the modular approach curriculum for meeting the needs of students, instructors and other stakeholders (SULI-2, MUT-2FGD, MOEI-1). The results of this study were compared and contrasted with literature as well as previous research works which had alignments with the current perceptions of leaders, instructors and students in Ethiopian Northern Cluster Public Universities towards the modular approach curriculum. Some of the previous research findings revealed positive perceptions towards the modular approach curriculum while the rest reported negatively perceived results. For example, the research results obtained from post graduate and undergraduate programs in Ethiopian higher education institutions confirmed that instructors and students had positive perception towards the modular approach curriculum [ 22 , 18 ]. Besides, findings by [ 19 ] which were gained from graduating students in Chinese medical school disclosed positive perception on the modular approach curriculum. The results of a research work which had been conducted on new curriculum in Ghana also reported that teachers had positive perception towards it [ 1 ]. All the above research findings seem to refute the conclusion made by Scott and Conrad (1991) cited in [ 22 ] that the perception of instructors towards the modular courses as the top hindering factor. The results of this study were in conformity to some of the previous research work outcomes where the modular approach curriculum was found to be favorable to achieve better satisfaction, provision of feedback to students frequently, implementation of student-centered methods, accommodation for diversified students’ needs, adequacy of time for delivering modules, relevance of the contents to the health professions, containing extra workload for students, application of continuous assessment, and quality of education [ 9 , 11 , 17 , 23 , 19 ]. On the contrary, the research reports by [ 8 , 13 ] contended that the modular approach curriculum had problems regarding stress on students that emanated from time shortage; the implementation of student-centered methods; accommodation for diversified students’ needs; extra load on students; and the issue of competency from the instructors side. Few ofthe preceding research out puts are misaligned with the current study results. Some of the justifications for such variations could be due to differences in time, research design, sampling technique, target population, sample size, data collection instruments, data analysis technique, research sites, and the like. 5 Conclusion The bases for writing concluding remarks were the findings and discussions made. The overall result of this research work revealed that the leaders, instructors, and students in the Ethiopian Northern Cluster Public Universities and curriculum experts from Ethiopian Ministry of Education had positive perceptions towards the health professionals modular approach curriculum. The positive perceptions were disclosed in the light of the expected requirements of the modular approach curriculum such as its satisfaction, suitability to provide feedback to students frequently, appropriateness for implementing student- centered methods, accommodation for diversified students’ needs, relevance of the contents to the health professions, requirement of extra workload, suitability to use continuous assessment, curriculum contents are not vast, the modular approach curriculum does not create stress on instructors and students, suitability to practical work, linkage to world of work, encouragement for independent work of students, and increment to quality of education. Therefore, it seems logical to deduce that the introduction of the modular approach curriculum on reform basis in the Ethiopian Northern Cluster Public Universities was relevant. Besides, it can be concluded that the leaders, instructors and students in the Ethiopian Northern Cluster Public Universities had adequate motivation and commitment towards the implementation of the modular approach curriculum. The qualitative data reported that there was great concern about the block modules which created difficulty in completing tasks as intended due to scarcity of time. Hence, it is possible to conclude that the modular approach curriculum in the Ethiopian Northern Cluster Public Universities is affected by time factor particularly those modules which are delivered through block modalities. 6 Recommendation The respondents and participants in this research journey expressed their positive perceptions towards the great deal of the items that a modular approach curriculum should contain in except the negative perceptions on one item with regard to adequacy of time for delivering modules in blocks. Generally, the positively perceived results vividly forecast a successful implementation of the modular approach curriculum in Ethiopian Northern Cluster public Universities which are offering training to health professionals in the colleges of health sciences. On the other side, the perceptions of the respondents which were designated negatively could by default critically affect the implementation of the modular approach curriculum in Ethiopian Northern Cluster Public Universities. Hence, the Ethiopian Northern Cluster Public Universities and Ministry of Education should exert joint efforts so as ensure the continuity of the strengths and to alleviate the drawback which seem to hamper the full-fledged implementation of the modular approach curriculum in Ethiopian Northern Cluster Public Universities. They should also conduct continuous monitoring and assessment activities. 7 Limitations and Suggestions for Future Research The current research work, by and large, was assumed to mirror the perceptions of key stakeholders towards the modular approach curriculum as implemented in the Ethiopian Northern Cluster Public Universities. The results of this study revealed the positive perceptions of leaders, instructors, students and curriculum experts from ministry of education towards the modular approach curriculum in the Ethiopian Northern Cluster Public Universities. There cannot be a total argument that we can have a research work without limitations. Hence, the researcher is very cognizant of the fact that the current study demands further investigation in various aspects. Therefore, the following research thematic areas are suggested as potentials for future research. A Comparative study on the Practice of the modular approach curriculum in the Ethiopian Public Universities. The Perception of the modular approach curriculum in the Ethiopian Private Universities. The Views of Support staff, Board members and Policy makers on the Modular Approach Curriculum in the Ethiopian Public Universities Abbreviations AKU: Aksum University ADU: Adigrat University MU: Mekelle University SU: Samara University T: Teacher L: Leader S: student MOE: Ministry of Education I: Interviewee FGD: Focused group discussion Declarations Acknowledgements: The corresponding author would like to express his warm appreciation to all persons and organizations that contributed to the success of this study. I thank you so much!! Author Contribution: This research article is the result of all authors enumerated here. The effort of the authors devoted was very high in title identification, research design, development of data collection instrument and refining the article. The corresponding author was responsible for developing the first draft while the rest authors were involved in reviewing and editing the manuscript. Data collection and analysis activities were carried out by the corresponding author under the supervision of the remaining three authors. Finally , all authors agreed that the final manuscript should be submitted for publication to this journal. Funding: There was no funding obtained for this research article publication. Data availability : The data which are compulsory for credibility of this research work results are available with the corresponding author which can be obtained on legal request through the e-mail address: [email protected] Ethical Approval: This study has obtained ethical approval from the research review team at the College of Education and Behavioral Sciences in Haramaya University with R/No: CEBS-112-25. The research review team granted permission to carry out this study and publish the findings after checking its alignment with all pertinent ethical guidelines and research regulations. Consent to Participate: Every research participant was provided with informed consent before engagement for interviews and focused group discussions. The purpose of this research and its procedures were briefly explained to all participants. Besides, all participants were informed about their rights to involve on this study, and even they have the alternative to withdraw at any time. Finally, the participants ensured informed consent in writing. Consent to Publish : All authors confirmed their consent for the publication of this research article. Competing Interest: The authors are confidential to declare that there is no any competing interest. References Aboagye, Emmanuel and Yawson, Joseph Anthony. Teachers’ Perception of the New Educational Curriculum in Ghana. African Educational Research. 2020; 8(1): 6-12. ISSN: 2354-2160 Burke, Johnson R et al. Toward a Definition of Mixed Methods Research: Journal of Mixe Methods Research .2007; 1: 112, DOI: 10.1177/1558689806298224. Cohen, L, Manion, L. and Marrison, K. Research Method in Education, 5 th edition. USA: Routledge Falmer. 2000 Creswell, John W. Qualitative Inquiry and Research Design:Choosing Among Five Approaches. USA: Sage Publications Inc. 2009 Creswell, John W. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative research, 4th edition. Boston: Pearson Education, Inc. 2012 Denzin, Norman K.and Lincoln, Yvounnas. Sage Handbook of Qualitative Research, 3 rd edition.USA: Sage Publications Inc. 2011 Derntl, Michael. Basics of research paper writing and publishing. International Journal of Technology Enhanced Learning.2014; 6(2): 105-123. Dochy, F.J.R.C., Wagemans, L.J.J.M. and Wolf, H.C. Modularisation and Student Learning in Modular instruction in relation with prior knowledge. Heerlen: Open University. 1989 French, Sarah. The Benefits and Challenges of Modular Higher Education Curricula: Issues and Ideas Paper. University of Melbourne: Centre for the Study of Higher Education. 2015 Gall, Merdith D., et al. Educational Research: An Introduction, 7 th edition. New York: Pearson education, Inc. 2003 Gebremichael, Abinet and Mulu, Abay. Implementation Status of the Nationally Harmonized Competency-Based, Integrated Modular Medical Curriculum in Ethiopia: Opportunities and Challenges. Open Access Research. 2024; http://doi.org/10.1186/s12909-024-05796-2,24:799 Guetterman, Timothy C. Descriptions of Sampling Practices within Five Approaches to Qualitative Research in Education and the Health Sciences. Forum: Qualitative Social Research.2015; 16, (2):1-23. Johnson, Ellen. The Research Report: A Guide for the Beginner, New York: Ronald Press. 2007 Mack, Natasha et al. Qualitative Research Methods: A Data collector’s Field Guide. USA: Family Health International. 2005 McMillan, J. H., & Schumacher, S. Research in education: A conceptual introduction. (5thed.). New York: Longman. 2001 Miller, Thomas D. and Elgård, Per. Defining Modules, Modularity and Modularization: Evolution of the Concept in a Historical Perspective. Proceedings of the 13th IPS Research Seminar. Fuglsoe 1998. ISBN 87-89867-60-2. Aalborg University. MOE (Ministry of Education). A Guideline of Modularization for Ethiopian Higher Education Institutions. Addis Ababa, the Federal Democratic Republic of Ethiopia.2012 MOE. Education Sector Development Programme V (ESDP V) 2015/16 - 2019/20 G.C. Addis Ababa, the Federal Democratic Republic of Ethiopia.2015 Moges Logaw. Modularization and the Practices of Module Development in Selected Ethiopian Universities. Doctoral dissertation, Addis Ababa University, Addis Ababa, Ethiopia.2015 Sherere, Renslow et al. A survey of Graduates’ Perceptions on a Chinese Medical School’s Traditional and Reform Curricula. Perspect Med Educ. 2016; 5:244–252, DOI 10.1007/s40037-016-0282-4. Silverman, D. Interpreting qualitative data: A Guide to the Principles of Qualitative Research, 3 rd edition. Los Angeles: Sage Publications Ltd. 2010 Somekh, Bridget and Lewin, Cathy (Editors). Research Methods in the Social Sciences. London: SAGE Publications Ltd. 2007 Solomon Areaya, Ayalew Shibeshi, and Daniel Tefera. Reengineering Postgraduate Curricula and its Mode of Delivery: Graduate Students’ Views of Modular Course Delivery at Addis Ababa University, JHEA/RESA 2013 11(1&2):71–100 © Council for the Development of Social Science Research in Africa 2014(ISSN 0851–7762) Wondifraw Dejene. The practice of Modularized Curriculum in Higher Education Institution: Active Learning and Continuous Assessment in Focus. Cogent Education. 2019; 6: https://doi.org/10.1080/2331186X.2019.1611052 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6915545","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":534388026,"identity":"956cde1c-0d06-4a90-8e54-32ead47d0c99","order_by":0,"name":"Berhane 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1","display":"","copyAsset":false,"role":"figure","size":26107,"visible":true,"origin":"","legend":"\u003cp\u003eConvergent parallel mixed methods design\u003c/p\u003e\n\u003cp\u003eSource: Creswell (2014).\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6915545/v1/59f35e4d1bd934657e4227c3.png"},{"id":108605686,"identity":"889810ae-bbd2-4262-a67f-98c0a99cc1d1","added_by":"auto","created_at":"2026-05-06 12:13:17","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":354511,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6915545/v1/ad7e78e1-9122-4a2d-9c3a-154af879df40.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Stakeholders’ Perception towards the Modular Approach Curriculum in the Ethiopian Northern Cluster Public Universities","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eModular approach curriculum is one of the contemporary issues in education which has nearly sixteen years life span in the universities of Ethiopia. The issue of modular approach curriculum as a paradigm shift nowadays has become very sensitive center of contest regarding its real contribution better than the traditional way of curriculum implementation. The modular approach curriculum was introduced to Ethiopian universities with the assumption of gaining improved learning skills and knowledge of graduates as opposed to the conventional type of university curriculum. MOE [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e] has indicated that modularization is the output of Business Process Reengineering (BPR) which was embarked in the Ethiopian context. MOE [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e] has also presented the following four core justifications for launching modularization oriented instruction in the public universities of Ethiopia: the current curricula are based on field of study and courses are disaggregated, workload of students are not addressed in the existing curriculum, there is less linkage between university training and the labour market needs, and the traditional curriculum is teacher-centered.\u003c/p\u003e\u003cp\u003eModularization has merits of student mobility, curriculum flexibility, and degree comparability and compatibility [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Moreover, MOE[\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e] in Education Sector Development Program Five has boldly pointed out that modularization has paramount impact in uplifting the quality of the instructional process through curricula harmonization for undergraduate programs as well as the implementation of active learning methods. Similarly, [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e] in his research work has addressed five major reasons for introducing modularization. These are to accommodate multiple needs of students through maximum flexibility and student mobility, to give wide opportunity to the students in selecting and managing their own studies, to entertain the demand of employers and enhance student employability, the motive to insert interdisciplinary and breadth into the curriculum, and the need to minimize costs and maximize efficiency in resources utilization.\u003c/p\u003e\u003cp\u003eMOE [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e] has reviewed that modularization can result in opportunities and challenges, and has come up with suggestions for tackling the may appear problems on the effective implementation of the modular approach curriculum in the Ethiopian public universities. The opportunities of modularization contained in MOE[\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e] document are: ensures satisfactory minimum standards or competencies, caters for individual differences in learning, encourages mastery, enhances teachers\u0026rsquo; competencies, develops learners\u0026rsquo; autonomy, encourages a changed role for the teacher, and integrates theory and practice.\u003c/p\u003e\u003cp\u003eThe main purpose of this study was to assess the perceptions of leaders, instructors and students in the Northern Cluster Public universities of Ethiopia and curriculum experts in the ministry of education about the modular approach curriculum. The current topic around the issue of modularization was considered on the following ground. Firstly, different arguments are available in literature with regard to the modular approach curriculum in higher education as compared to the traditional mode of delivery. Secondly, the previously conducted research works did not cover the Northern Cluster Public universities in Ethiopia. Thirdly, the researcher worked as a chairperson of Curriculum Design and Review Committee at Mekelle University for four years and, therefore, he observed many militating constraints both at document level and implementation process.\u003c/p\u003e\u003cp\u003eFourthly, there are no research works carried out at the proposed northern cluster public universities of Ethiopia up to my current access. Fifthly, the research studies by [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e] have disclosed that the implementation of modular approach curriculum is affected by multiple factors. To mention some, students did not have freedom to select module, soft and hard copies of resources were not accessible to students, assessment was not based on competency, challenges on the use of continuous assessment, negative attitude towards modular approach by university students and instructors, scarcity of time, modular curriculum does not consider the uniqueness of the course, tension between top management and instructors, etc. Generally, the previously conducted national research works by [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e] did not consider my research settings. To sum up, the stimulating key factors to conduct the current research undertaking are different arguments in literature, research works, and my professional experiences as university instructor witnessed ups and downs on modular approach curriculum implementation which is recently adopted innovation to the public universities of Ethiopia.\u003c/p\u003e\u003cp\u003eCurriculum implementation at any educational level demands continuous monitoring and evaluation mechanisms so as to grasp the successes and challenges, and thereby to design effective strategies that will lead to better achievement. Here, it is imperative to comprehend that fruitfulness of a curriculum in practice depends, among other things, on the perceptions of stakeholders. Similarly, the modular approach curriculum needs to be checked to what extent it is smoothly being implemented as intended. In this regard, the role of multiple key stakeholders on the process is extremely crucial in maintaining the quality of education in public universities of our country through the modular approach instruction as an instrument. The outcome of this research work is expected to have considerable contribution at different angles. Therefore, the findings of this research will handover essential benefits to different stakeholders such as : the ministry of education will be able to revisit about the current status of modular approach curriculum in the public\u003c/p\u003e\u003cp\u003euniversities and devise new mechanisms for boosting its effectiveness; Northern Cluster Public Universities\u0026rsquo; leaders, instructors, and students will get inputs from this research work in order to play their roles in improving the quality of modular curriculum; policy makers and curriculum experts will be able to revisit the relevance of the modular approach curriculum in the public universities of Ethiopia; the results of this research will also serve as a springboard to other scholars for conducting research on modular approach curriculum in particular in the public Universities of Ethiopia; and the researcher himself will get immense benefits from this study for carrying out research in similar or varied dimensions of the modular approach curriculum for the coming years.\u003c/p\u003e"},{"header":"2. Review of Related Literature","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e2.1 The Concept of Modularization and Modular Approach Curriculum\u003c/h2\u003e\u003cp\u003eThe idea of modularization is understood as a system of education which is realized in educational institutions using modules as instructional materials. Modularization is also viewed as the fundamental shift from the conventional mode of lesson delivery to student- centered approach which gives high weight to individual system of lesson provision. Modular curriculum is conceived as the assortment of the curriculum contents in a way convenient to effectively manage the instructional process in terms of each student needs [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. Similarly, [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e] have viewed modularity as an organizing principle which promotes clarity, minimizes complication, achieves flexibility and has some institutional benefits for working side by side and solving tasks separately. According to [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e], different universities in America and Europe have introduced modular curriculum to accommodate students with multiple needs as well as to give them an opportunity of flexibility and choice on their learning. This scholar has also addressed that modularization is a transition from credit- hour working to credit-system way of assessment. He further said that \u0026ldquo;modular systems share an underlying philosophy that learning can be broken down into measurable, quantifiable units of Knowledge\u0026rdquo; (p. 1).\u003c/p\u003e\u003cp\u003eScholars like [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e] and [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e] stressed that the implementation of modular curriculum will evidently have an impact on five elements of university instruction. These are the educational program, the study materials, the teachers, the students and the organization in general. Hence, they recommended that intervention strategies should be devised in order to alleviate negative influences that could be rooted from any of the above mentioned components. In the basic assumption of [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e], a student is viewed as the key factor on the entire implementation process of the modularized curriculum.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\u003ch2\u003e2.2 Historical Development of Modular Approach Curriculum\u003c/h2\u003e\u003cp\u003eModular approach curriculum was introduced to higher education based on the Bologna agreement. The inception of modularization as an innovation was applied in the industrial world of work in western countries with the aim of ensuring maximum efficiency in making use of products and calculating the proportionality of different huge outputs from the companies [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. American universities are recognized as pioneers in implementing modular curriculum. The introduction of modular education to those educational organizations has linkage with the development of student-centered approach and with\u003c/p\u003e\u003cp\u003ethe popularity of the concept self-realization in the quest of studies. The first university which had practiced modular approach curriculum in 1869 is Harvard University from America. Students had freedom to select courses as well as specializations based on their needs. It is also addressed that students at Harvard University had nearly total freedom for selection. The year 1890s witnessed a change in assessing students\u0026rsquo; progress in the light of each course accumulation instead of finishing the entire courses. Besides, a shift was made from hours-based measurement to ECTS procedural quantification of student\u0026rsquo;s results [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\u003ch2\u003e2.3 The Perception towards the Modular Approach Curriculum\u003c/h2\u003e\u003cp\u003eThere are different research works that show the views of leaders, instructors and students about a new curriculum affect its implementation. A survey on graduating students [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e] in a medical school in Chinese university has confirmed that the views about a reformed curriculum should be identified. The findings of this study had disclosed that the perceptions of the graduating students towards modular curriculum were better positive than the traditional curriculum. Besides, a research report by [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e] confirmed that leaders and instructors had positive perceptions towards the medical modular approach curriculum in some public universities of Ethiopia which are out of the current study.\u003c/p\u003e\u003cp\u003eThere are also studies in the universities of Ethiopia concerning the implementation of modular approach curriculum. Research findings [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e] in postgraduate programs of Addis and [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e] in undergraduate programs of the Amhara National Regional State universities have confirmed that the perceptions of university instructors and students were positive towards the implementation of the modular approach curriculum. According to [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e], there were significant differences in attitude towards the modular program, modular delivery and availability and accessibility of module related materials among students from varied colleges. This implies that the perceptions of students about the modular approach curriculum varies from specialization to specialization. The current research work attempted to investigate the views of leaders, instructors, and graduating students in the college of health sciences about the modular approach curriculum implementation in the Northern Cluster Public Universities of Ethiopia.\u003c/p\u003e\u003c/div\u003e"},{"header":"3. METHODOLOGY","content":"\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003e3.1 Research Design\u003c/h2\u003e\u003cp\u003eA research design is defined as the overall framework for selecting research sites, sources of data, data collection procedures, and data analysis to answer the formulated research questions. It is further indicated that the objective of a sound research design is to provide results that are ascertained to be tangible [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe selection of a research design is also based on the nature of the research problem or issues being addressed, the researcher\u0026rsquo;s personal experience and the audiences for the study. There are three types of research designs, namely: quantitative, qualitative, and mixed [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Creswell [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e] argues that mixed research design is beyond merely gathering both qualitative and quantitative data. This implies that the collected data are integrated, matched, or merged at some phase of the course of study. He extends his contemplation on the rationale to mixing by saying that qualitative and quantitative methods in isolation\u003c/p\u003e\u003cp\u003eare not enough for searching out the phenomenon in a real context with a concrete evidence.\u003c/p\u003e\u003cp\u003eThis study adopted a mixed research design because of its advantage in achieving better understanding concerning the perception of stakeholders about the modular approach curriculum. In connection with this, [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e], conceived mixed research design as a third solution to previous paradigm conflicts by presenting a practical and logical option. There are three kinds of mixed research design. These are Convergent parallel, sequential, and Transformative. With regard to convergent parallel mixed research design, the quantitative and qualitative data are collected concurrently. But, in sequential mixed research design, the quantitative and qualitative data are collected at different times [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. The convergent parallel mixed research design was employed in this research project.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eSource: Creswell (2014).\u003c/b\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003e3.2 Descriptions of the Study Area\u003c/h2\u003e\u003cp\u003eThe research settings were public higher education institutions which are located in Tigray and Afar regional states classified as Northern Cluster Public Universities by the federal ministry of education of Ethiopia. The universities which are categorized under the umbrella of northern cluster are Semera University (SU), Mekelle University (MU), Adigrat University (ADU) and Aksum University (AKU). Semera University is situated in the Afar national regional state where as Mekelle, Adigrat and Aksum Universities are is located in Tigray national regional state at the northern part of Ethiopia.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\u003ch2\u003e3.3 Population, Sample Size and Sampling Techniques\u003c/h2\u003e\u003cp\u003eThe target population in this study encompasses all leaders, instructors, regular graduating students in the Ethiopian Northern Cluster Public Universities focusing on the College of Health Sciences, and curriculum experts from Ministry of education. Non- probability and Probability sampling techniques which embrace both qualitative and quantitative information were employed. \u0026ldquo;Sampling in quantitative research typically follows random sampling procedures (Creswell, [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]). \u0026ldquo;Researchers calculate the required sample size before beginning the study and that size remains a constant target throughout the study\u0026rdquo; ([\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e], p.2). Sample size decision in qualitative research is flexible\u003c/p\u003e\u003cp\u003eand has no defined rules. Hence, the number of research participants is fixed by the researcher\u0026rsquo;s judgment based on the available time, resources, purpose of the study, usefulness and credibility of the selected cases [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eOne of the most known sampling techniques in qualitative research is purposive sampling. Here, sample sizes can be determined before data collection or later depend on the resources and time available, as well as objectives of the study. The accomplishment of data review and analysis hand in hand with data collection yields in most successful purposive sampling [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. In purposive sampling, researchers sort out the cases to be included in the sample on the basis of their judgment. In this way, they build up a sample that is satisfactory to their specific needs [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Accordingly, purposive sampling strategy was used to select MOE experts, university leaders, instructors, and students for interview and focused group discussion.\u003c/p\u003e\u003cp\u003eStratified sampling technique is useful for classifying the target population in to certain strata in terms of the characteristics of the population such as sex, educational status, specialization teaching experiences, etc. Stratified sampling technique was employed to categorize the universities, Colleges and respective departments including leaders, instructors, and students. Simple random sampling method as an aspect of probability sampling is viewed as the most popular and rigorous for selecting representatives by giving an equal chance. The objective of simple random sampling technique is to select respondents which can represent the target population where any bias in the population will be proportionally distributed among the selected individuals [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Simple random sampling technique was used to select respondents from among Northern Cluster Public universities instructors and undergraduate regular students in the Colleges of Health Sciences for collecting information through questionnaires. These respondents were sorted out using lottery method. Academic vice-presidents, academic program directors, deans of colleges, quality assurance heads and department heads were embraced to elicit their information in the questionnaires using available sampling technique.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\u003ch2\u003e3.4 Data Collection Instruments\u003c/h2\u003e\u003cp\u003eThe data collection instruments employed in this study were questionnaire, interview, and focused group discussion. A questionnaire as a major data collection instrument was composed of questions to be recorded by individual sample respondent based on his/her opinion. Questionnaires are better than interviews due to the fact that they enable the researcher to cover large sites for collecting data within a short period of time. Nevertheless, such instruments have limitations in deeply digging out the attitudes, beliefs, and inner experiences of the respondents. In addition, there is no possibility to modify unclear questions after dispatching them to the respondents [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. Open-ended and closed-ended questionnaires were developed. Three types of questionnaires were prepared to be filled by northern cluster public universities academic leaders, instructors, and students particularly in the colleges of Health Sciences. The contents in the questionnaire were guided by the reviewed of related literature.\u003c/p\u003e\u003cp\u003eIn a nutshell, interviews are more useful in the sense that they are adaptable to the situation. They give freedom to the researcher to explain ambiguous questions while the interview session is on progress, and to build trust and rapport with the research\u003c/p\u003e\u003cp\u003eparticipants. The respondents also have the opportunity to disclose their opinions freely and in detail as opposed to other data gathering tools [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. Similarly, [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e] has expressed that interview could be conducted face to face with the respondents by asking them general unstructured and structured questions as well as recording their information. He explicitly told that there is a possibility to ask additional questions to the participants when the need arises while the conversation is underway.\u003c/p\u003e\u003cp\u003eFocus Group Discussion is also called as in-depth interview. This helps to induce first- hand information from the purposely sampled respondents. It enables to entertain multiple perspectives from intentionally selected individuals who have deep exposure about the issue under investigation to generate genuine and valuable data [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Regarding the sample-size of the research participants, scholars propose varied numbers. For example, Gall [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e] suggests 5 to 12 relatively homogenous participants whereas [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e] propose 8 to 10 with a maximum of 12 participants. The researcher preferred a sample size of 12 participants for each focus group discussion. There were totally eight focus groups which means that two focus groups from each university which included instructors and students.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003e3.5 Data Collection Procedures\u003c/h2\u003e\u003cp\u003eThe items for the questionnaire, interview guide, and focused group discussion guide were prepared from the review of related literature vis-\u0026agrave;-vis the research question formulated about perceptions of stakeholders. These data gathering instruments were evaluated by my advisors, experts from English language, curriculum and instruction, and educational psychology who have better experience, and through pilot testing. Then after, necessary improvements were made to the questionnaires before being administered to the respondents. In other words, the feedbacks obtained from advisors, experts and respondents during the pilot testing enabled to reframe few questions and to revise some items.\u003c/p\u003e\u003cp\u003eScholars like [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e], stated that: \u0026ldquo;questionnaires can be administered face to face, via the telephone or via the post. Ethical issues need to be considered such as anonymity and confidentiality depending on the sensitive nature of the questions being asked\u0026rdquo; (p. 220). In this research undertaking, the questionnaires were directly dispatched to the concerned samples by the researcher himself and assistant researchers who were given training on research questionnaire management. The designed questionnaires were filled by University leaders, instructors, and students. Interviews were carried out with selected MOE experts, University leaders, instructors, and students. Besides, focused group discussions were conducted with instructors and students of the four northern cluster public universities of Ethiopia. Assistant researchers were recruited for this purpose. The interview sessions were carried out in convenient places such as offices and classrooms so as to create conducive atmosphere and to secure their information only for this research purpose. Similarly, the focused group discussions were carried in comfortable rooms, and were led by the researcher himself and another moderator using hand written notes.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003e3.6 Data Analysis Methods\u003c/h2\u003e\u003cp\u003eThe data analysis techniques employed in this research undertaking were both quantitative and qualitative related tools which are in harmony with the research design. The data analysis and interpretation part should present detail discussion on the basis of the collected, organized, and calculated information [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Concerning the quantitative technique, descriptive and inferential statistics were used on the data analysis process. In this research study, descriptive statistics such as mean and standard deviation, and one sample t-test as inferential statistics were applied for the quantitative data that were collected through questionnaires with the help of SPSS version 22. Moreover, thematic analysis was used for the qualitative data that were gathered through interviews and focused group discussions. Finally, Analysis on triangulation of the quantitative and qualitative data were carried out based on convergent parallel mixed design.\u003c/p\u003e\u003c/div\u003e"},{"header":"4 Results and Discussions","content":"\u003cp\u003eThe objective of this research expedition was to assess the perception of leaders, instructors, and students in the colleges of health sciences in the four Ethiopian northern cluster public universities pertaining to the modular approach curriculum on practice. Hence, the leaders, instructors, and students in the northern cluster public universities of Ethiopia were asked in the dispatched questionnaires to air out their perception about the modular approach curriculum using a five Likert scale which ranged from strongly disagree to strongly agree. The 15 core issues incorporated in those questionnaires were related to satisfaction, provision of feedback, implementation of student-centered methods, accommodation to diversified students\u0026rsquo; needs, suitability to practical work, vastness of contents, the adequacy of time for delivery, the linkage to the world of work, relevance of contents, demand of extra workload, encouragement for independent work of students, suitability to use continuous assessment, increment of quality education, stress on the instructors, and stress on the students. The findings and discussions are presented in detail in hereunder. One sample t- Test was employed on the analysis process.\u003c/p\u003e\u003cp\u003eTable: \u003cb\u003eOne-Sample t-test Results for Perceptions of leaders, instructors and students towards the Modular approach Curriculum\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eItem\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSD\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003et\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003edf\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eP-\u003c/p\u003e\u003cp\u003eValue\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI am satisfied with the modular approach curriculum\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e463\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3.13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.18\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e2.36\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e462\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e0.02\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI experience that modular approach curriculum is suitable to provide feedback to students\u003c/p\u003e\u003cp\u003efrequently\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e462\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3.15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e2.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e461\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e0.00\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI sense that the modular approach curriculum\u003c/p\u003e\u003cp\u003eis appropriate for implementing student- centered methods.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e453\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3.23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e4.25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e452\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e0.00\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI understand that modular approach curriculum accommodates diversified students\u0026rsquo; needs\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e457\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3.21\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e3.92\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e456\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e0.00\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI believe that the modular approach curriculum is suitable to practical work\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e461\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3.27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e4.71\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e460\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e0.00\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI sense that the contents in the modular curriculum are vast\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e460\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3.28\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e5.44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e459\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e0.00\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI experience that the time for delivering modular curriculum is adequate\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e461\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.89\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.21\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e-2.01\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e460\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e0.05\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI feel that the contents in the modular curriculum are relevant to my profession\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e457\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3.37\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e7.01\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e456\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e0.00\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI know that the modular approach curriculum is linked to world of work/demand of current\u003c/p\u003e\u003cp\u003emarket\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e462\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3.27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e5.26\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e461\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e0.00\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI sense that modular approach curriculum\u003c/p\u003e\u003cp\u003erequires extra workload\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e460\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3.50\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e9.45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e459\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e0.00\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI feel that modular approach curriculum encourages independent work of students\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e458\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3.33\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e6.36\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e457\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e0.00\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI experience that modular approach curriculum\u003c/p\u003e\u003cp\u003eis suitable to use continuous assessment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e460\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3.27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e4.78\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e459\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e0.00\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI believe that modular approach curriculum\u003c/p\u003e\u003cp\u003eincreases quality of education\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e459\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3.24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e4.20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e458\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e0.00\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI feel that modular approach curriculum\u003c/p\u003e\u003cp\u003ecreates stress on the instructors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e462\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3.09\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.21\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1.53\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e461\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0.13\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI feel that modular approach curriculum\u003c/p\u003e\u003cp\u003ecreates stress on the students\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e459\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3.34\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e6.15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e458\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e0.00\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOver all\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e463\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3.2419\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.70712\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e7.360\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e462\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e.000\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e\u003cp\u003e*\u003cb\u003eP-Value\u0026thinsp;\u0026lt;\u0026thinsp;0.05;\u003c/b\u003e Expected Mean (EM)\u0026thinsp;=\u0026thinsp;3, The expected average middle Value in the scale\u003c/p\u003e\u003cp\u003efor each item and sum of items, SD\u0026thinsp;=\u0026thinsp;Standard Deviation\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe items in the above table were intentionally prepared to examine current perceptions of the leaders, instructors, and students in the Ethiopian Northern Cluster Public Universities. Accordingly, the statistical analyzed data disclosed that leaders, instructors, and students in Ethiopian Northern Cluster Public Universities had positive\u003c/p\u003e\u003cp\u003eopinions towards the practiced modular approach curriculum in harmony with the one sample t- Test results. The respondents revealed their positive perception about the modular approach curriculum in terms of their satisfaction(m\u0026thinsp;=\u0026thinsp;3.13,SD\u0026thinsp;=\u0026thinsp;1.18, t(462)\u0026thinsp;=\u0026thinsp;2.36,p\u0026thinsp;\u0026lt;\u0026thinsp;0.05),suitability to provide feedback to students frequently(m\u0026thinsp;=\u0026thinsp;3.15, SD\u0026thinsp;=\u0026thinsp;1.14,t(461)\u0026thinsp;=\u0026thinsp;2.85,p\u0026thinsp;\u0026lt;\u0026thinsp;0.05),appropriateness for implementing student-centered methods(m\u0026thinsp;=\u0026thinsp;3.23, SD\u0026thinsp;=\u0026thinsp;1.15, t(452)\u0026thinsp;=\u0026thinsp;4.25,p\u0026thinsp;\u0026lt;\u0026thinsp;0.05),accommodation for diversified students\u0026rsquo; needs (m\u0026thinsp;=\u0026thinsp;3.21, SD\u0026thinsp;=\u0026thinsp;1.12,t(456)\u0026thinsp;=\u0026thinsp;3.92,p\u0026thinsp;\u0026lt;\u0026thinsp;0.05), suitability to practical work(m\u0026thinsp;=\u0026thinsp;3.27, SD\u0026thinsp;=\u0026thinsp;1.24,t(460)\u0026thinsp;=\u0026thinsp;4.71,p\u0026thinsp;\u0026lt;\u0026thinsp;0.05), vastness of the contents(m\u0026thinsp;=\u0026thinsp;3.28, SD\u0026thinsp;=\u0026thinsp;1.12, t(459)\u0026thinsp;=\u0026thinsp;5.44, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05)), and relevance of the contents to the health professions(m\u0026thinsp;=\u0026thinsp;3.37, SD\u0026thinsp;=\u0026thinsp;1.13,t(456)\u0026thinsp;=\u0026thinsp;7.01, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). The above findings were statistically found significant due to the evidences that the observed mean scores which ranged from 3.09 to 3.50 are greater than the Expected Mean (EM\u0026thinsp;=\u0026thinsp;3).\u003c/p\u003e\u003cp\u003eSimilarly, the same respondents confirmed positive perception towards the aspects of modular approach curriculum concerning items such as: linkage to world of work (m\u0026thinsp;=\u0026thinsp;3.27, SD\u0026thinsp;=\u0026thinsp;1.11, t(461)\u0026thinsp;=\u0026thinsp;5.26,p\u0026thinsp;\u0026lt;\u0026thinsp;0.05), requirement of extra workload(m\u0026thinsp;=\u0026thinsp;3.50,SD\u0026thinsp;=\u0026thinsp;1.14,t(459)\u0026thinsp;=\u0026thinsp;9.45,p\u0026thinsp;\u0026lt;\u0026thinsp;0.05), encouragement for independent work of students(m\u0026thinsp;=\u0026thinsp;3.33,SD\u0026thinsp;=\u0026thinsp;1.12,t(457)\u0026thinsp;=\u0026thinsp;6.36, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05), suitability to use continuous assessment(m\u0026thinsp;=\u0026thinsp;3.27,SD\u0026thinsp;=\u0026thinsp;1.22, increment to quality of education(m\u0026thinsp;=\u0026thinsp;3.24,SD\u0026thinsp;=\u0026thinsp;1.20,t(458)\u0026thinsp;=\u0026thinsp;4.20,p\u0026thinsp;\u0026lt;\u0026thinsp;0.05),creation of stress on the instructors(m\u0026thinsp;=\u0026thinsp;3.09,SD\u0026thinsp;=\u0026thinsp;1.21,t(461)\u0026thinsp;=\u0026thinsp;1.53,p\u0026thinsp;\u0026gt;\u0026thinsp;0.05 and creation of stress on the students (m\u0026thinsp;=\u0026thinsp;3.34,SD\u0026thinsp;=\u0026thinsp;1.20, t(458)\u0026thinsp;=\u0026thinsp;6.15, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05) were found to be favorable perceptions.\u003c/p\u003e\u003cp\u003eThis was found statistically significant as long as the observed mean scores exceeded the expected mean value. On the other hand, the respondents exhibited their disagreement with the issue of time adequacy for delivering the modular approach curriculum in those universities. The analysed finding showed that the observed mean score was below the expected mean which implies negative perception towards the modular approach curriculum pertaining to shortage of time. In other words, the respondents revealed that there was scarcity of time where (m\u0026thinsp;=\u0026thinsp;2.89, SD\u0026thinsp;=\u0026thinsp;1.21, t (460)\u003c/p\u003e\u003cp\u003e= -2.01, p\u0026thinsp;=\u0026thinsp;0.05). There is no statistical evidence that convince the allotted time for the modular approach was enough because the observed mean score (m\u0026thinsp;=\u0026thinsp;2.89) was below the expected mean value (M\u0026thinsp;=\u0026thinsp;3). The overall result of this research work revealed that the leaders, instructors, and students in the Ethiopian Northern Cluster Public Universities had positive perceptions towards the modular approach curriculum. The results indicated that the observed mean score (m\u0026thinsp;=\u0026thinsp;3.24) was above the expected mean value (M\u0026thinsp;=\u0026thinsp;3) with the statistically significant of t (462)\u0026thinsp;=\u0026thinsp;7.36, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05).\u003c/p\u003e\u003cp\u003eThe respondents in this research perceived positively the modular approach curriculum in Ethiopian Northern Cluster Public Universities. The results of this study disclosed the agreements of the leaders, instructors, and students in relation to the modular approach curriculum in Ethiopian Northern Cluster Public Universities. In other words, the aforementioned respondents confirmed their positive perception on fourteen items of the modular approach curriculum. The findings reported that the modular approach curriculum was supported by the leaders, instructors, and students in the Ethiopian Northern Cluster Public Universities.\u003c/p\u003e\u003cp\u003e The qualitative data by the participants in the interview and focused group discussion sessions also explored their positive perception about the modular approach curriculum in their respective universities. Two teacher participants, for example, came out with strong appreciation about the modular approach curriculum and aired out as follows:\u003c/p\u003e\u003cp\u003eGood! I am very glad about the coming of modular approach curriculum to universities. I am always ready to see new things because I expect improvement on curriculum so that innovation will lead to a better knowledge and skills for solving timely problems. As an instructor, I had disappointment with some aspects of the conventional kind of curriculum which do not enable to go with current world affairs. And therefore I observed big differences between the modular approach curriculum and the previous one. I have more confidence that the modular approach curriculum will increase the quality of education at university level. The relevance of the contents which are included in this curriculum is with no doubt admirable. So, I strongly believe that it will contribute a lot in having professionals with desired knowledge and skills in health sciences specialization (SUTI-1, AKUT- 3FGD).\u003c/p\u003e\u003cp\u003eA leader and teacher participants also expressed that the modular approach curriculum was comfortable to the health profession:\u003c/p\u003e\u003cp\u003eIn the first place, I largely appreciate the modular approach curriculum. I really understand the importance of this curriculum. When evaluating the contents, they are fit to the requirements in the field of world market. I recognize that the modular approach curriculum is aligned with best practices of current trend in education. To this end, the modular approach curriculum enables our country to produce health professionals who are well-equipped with necessary knowledge and skills. Overall, the modular approach curriculum makes the students feel valued. It fosters students\u0026rsquo; autonomy, creativity, problem-solving capacity, engagement in learning and critical thinking skills. This curriculum also shows progress in quality training based on my assessment before (MULI-2, ADUT-2FGD).\u003c/p\u003e\u003cp\u003eAn instructor and MOE interviewees also imparted positive feeling about the modular approach curriculum in such a way that:\u003c/p\u003e\u003cp\u003eTo be honest, I am delighted by the reform made on our curriculum. And I strongly feel that the modular approach curriculum is a nice and relevant one. Many reasons can be presented. The modular approach curriculum makes the students autonomous. Besides, it captures the interest of the students by fostering a sense of engagement and enthusiasm. Actually, in my understanding, this new curriculum is also very essential for applying student-centered method and continuous assessment; developing critical thinking skills; increasing independent work of students; inclusiveness to students\u0026rsquo; divergence needs; fitting to international competition; making responsible for one\u0026rsquo;s own learning and giving timely feedback to learners. Generally, the contents of the modular approach curriculum are strong enough to create knowledgeable and skillful heath workers and to maintain a positive atmosphere by emphasizing on quality of education (MUTI-1, MOEI-1).\u003c/p\u003e\u003cp\u003eA research participant who was a leader from one of the northern cluster public universities addressed the modular approach curriculum in the following aspect:\u003c/p\u003e\u003cp\u003eIt is a lovely question! First and for most, I would like to express my devoted experience about the modular approach curriculum. It is also good to impart the fact that this new curriculum entertains the needs of both the students and instructors. So, I strongly support the introduction of the modular approach curriculum as a sign of advancing with the modern countries. The modular approach curriculum is rewarding in terms of increasing students\u0026rsquo; critical thinking skills, engagement in learning activities, creativity, and autonomy. A closer look at the selected contents again leads to better understand about their crucial influence in the world of work through equipping the students with key knowledge and skills. Finally, I can conclude that the modular approach curriculum is appropriate for bringing change in quality of education (ADULI-2).\u003c/p\u003e\u003cp\u003eSimilarly, a student participants disclosed the challenges before and current progresses made:\u003c/p\u003e\u003cp\u003eI remember the first two years of my learning when I was challenged. I had frustration particularly to submit assignments based on the deadline. I tended to hate modularization at that time. But, I adapted with the situation from year three up to my last year of graduation. The history is now changed and I am learning the modules with very high interest and stability. So, I appreciate the modular approach curriculum. I have realized after time that the modular approach curriculum is very relevant to my specialization. The knowledge and skills which I learned from different modules are capable for competition in the world of work. Finally, I view the modular approach curriculum as a best experience to improve the quality of education (ADUSI-3, MUS-4FGD).\u003c/p\u003e\u003cp\u003eThe data from the interview session also witnessed positive perception towards the modular approach curriculum in such a way that:\u003c/p\u003e\u003cp\u003eJust to start, I am very much pleased by the introduction of the modular approach curriculum because of its relevance and necessity at this period. The contents embodied in this curriculum are essentially constructive which provide opportunities for our graduates to compete in the labor-market with international students. The modular approach curriculum is further advantageous for students in order to develop critical thinking, creativity, the culture of innovation. Ii is also flexible and inclusive in accommodating multiple needs. Thus, the modular approach curriculum is found to be concrete in terms of producing health professionals with optimal knowledge and skills besides improving our quality of training (AKULI-3, SUT-5FGD, MOEI-1).\u003c/p\u003e\u003cp\u003eThese three categories of respondents, moreover, revealed that the modular approach curriculum was perceived as appropriate for implementing student-centered methods and continuous assessment. They further pointed out that the modular approach curriculum in the colleges of health sciences in Ethiopian Northern Cluster Public Universities had strengths in terms of accommodating diversified students\u0026rsquo; needs; adequacy of time for delivering the modules, and the relevance of curricular contents to the health\u003c/p\u003e\u003cp\u003eprofessionals. The positive perception reflected by instructor and MOE participants during interview session revolves around the following ideas:\u003c/p\u003e\u003cp\u003eExciting! I have comprehensive knowledge about the modular approach curriculum from varied angles. This new curriculum change as to me is timely and important. And I have full confidence that the modular approach curriculum will improve the quality of education. My first reason to say so is that the modular approach curriculum contents are found to be relevant to the current demands of world of work. The second reason is that the modular approach curriculum is powerful for graduating knowledgeable and skillful professionals. As a whole, the modular approach curriculum is active learning oriented one. Such condition enables the students to increase their engagement in learning tasks which lead to meaningful learning. Thus, I have great thanks to the modular approach curriculum (ADUTI-3, MUT-4FGD, MOEI-1).\u003c/p\u003e\u003cp\u003eStudent participants reported high interest on the modular approach curriculum in the following statements:\u003c/p\u003e\u003cp\u003eI am learning the modules with very high interest. So, I appreciate the modular approach curriculum for many reasons. I found this curriculum very important because it enables me getting necessary knowledge and skills for the work in health profession. Again, it is supportive for increasing creativity, critical thinking skills, responsibility in learning, and in general confidence. When I see the contents, they are enough and relevant to the world of work. Therefore, I agree that the modular approach curriculum increases the quality of education at university level (SUSI-4, AKUS-1FGD).\u003c/p\u003e\u003cp\u003eOther student participants forwarded positive and negative perceptions by comparing past and present conditions:\u003c/p\u003e\u003cp\u003eI had somehow instability in my early years of learning. I mean there was rush and confusion to complete different assignment especially for the block courses. But, I could solve such challenges from time to time. This time as graduating student, I am doing all tasks with patience and confidence. Therefore, I am now very much interested, and appreciate the modular approach curriculum. And I have assessed myself that the modular approach curriculum is very helpful in equipping with the necessary knowledge and skills. I am confident that I will win in the world of work with students from other countries. Generally, this new curriculum is very relevant by which the quality of education or training can be improved (MUSI-4, SUS-3FGD)\u003c/p\u003e\u003cp\u003eThe qualitative data obtained from an instructor participant also indicated a positive results saying that:\u003c/p\u003e\u003cp\u003eI have had the opportunity to implement various curricula before. Comparatively speaking, I found that the modular approach curriculum is more advanced. It is composed of modern teaching methodologies. It also demands high involvement of the students by fostering their problem-solving skills, creativity, and innovative capacity. Thus, I have assured that the introduction of the modular approach curriculum is necessary and also relevant. My assessment revealed that the contents enable the students to contest in the world market.by well-equipping with necessary knowledge and skills. In general, I view the modular approach\u003c/p\u003e\u003cp\u003ecurriculum as a best instrument for making differences on our quality of training (AKUTI-5, ADUTI-4).\u003c/p\u003e\u003cp\u003e A student who participated in the interview session showed appreciation and confident in the following manner:\u003c/p\u003e\u003cp\u003eI appreciate the modular approach curriculum for my specialization. I have learned relevant knowledge and skills for better work in the future. I am very happy for using the modular approach curriculum in my learning process. I am confident that I will successfully pass competitions in the world of work. And I hope the quality of education will be developed (AKUSI-2).\u003c/p\u003e\u003cp\u003eThe university academic leader, teacher and MOE expert commented that the modular approach curriculum was the right reform:\u003c/p\u003e\u003cp\u003eWell, I approached the modular approach curriculum with an open mind for it is relevant and necessary change. Another important issue is that the modular approach curriculum incorporates contents which agree with needs in the world of work. It also ensures active participation of the students and gives them sense of ownership for their own learning. Moreover, the modular approach curriculum is crucial for the implementation of student-centered method and continuous assessment. It is, in addition, possible to say that the modular approach curriculum helps to graduate professionals who are knowledgeable and skillful. The impact of this new curriculum on ensuring quality education is clear. Finally, I recognize the value of the modular approach curriculum for meeting the needs of students, instructors and other stakeholders (SULI-2, MUT-2FGD, MOEI-1).\u003c/p\u003e\u003cp\u003eThe results of this study were compared and contrasted with literature as well as previous research works which had alignments with the current perceptions of leaders, instructors and students in Ethiopian Northern Cluster Public Universities towards the modular approach curriculum. Some of the previous research findings revealed positive perceptions towards the modular approach curriculum while the rest reported negatively perceived results. For example, the research results obtained from post graduate and undergraduate programs in Ethiopian higher education institutions confirmed that instructors and students had positive perception towards the modular approach curriculum [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. Besides, findings by [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e] which were gained from graduating students in Chinese medical school disclosed positive perception on the modular approach curriculum. The results of a research work which had been conducted on new curriculum in Ghana also reported that teachers had positive perception towards it [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. All the above research findings seem to refute the conclusion made by Scott and Conrad (1991) cited in [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e] that the perception of instructors towards the modular courses as the top hindering factor.\u003c/p\u003e\u003cp\u003eThe results of this study were in conformity to some of the previous research work outcomes where the modular approach curriculum was found to be favorable to achieve better satisfaction, provision of feedback to students frequently, implementation of student-centered methods, accommodation for diversified students\u0026rsquo; needs, adequacy of time for delivering modules, relevance of the contents to the health professions,\u003c/p\u003e\u003cp\u003econtaining extra workload for students, application of continuous assessment, and quality of education [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. On the contrary, the research reports by [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e] contended that the modular approach curriculum had problems regarding stress on students that emanated from time shortage; the implementation of student-centered methods; accommodation for diversified students\u0026rsquo; needs; extra load on students; and the issue of competency from the instructors side. Few ofthe preceding research out puts are misaligned with the current study results. Some of the justifications for such variations could be due to differences in time, research design, sampling technique, target population, sample size, data collection instruments, data analysis technique, research sites, and the like.\u003c/p\u003e"},{"header":"5 Conclusion","content":"\u003cp\u003eThe bases for writing concluding remarks were the findings and discussions made. The overall result of this research work revealed that the leaders, instructors, and students in the Ethiopian Northern Cluster Public Universities and curriculum experts from Ethiopian Ministry of Education had positive perceptions towards the health professionals modular approach curriculum. The positive perceptions were disclosed in the light of the expected requirements of the modular approach curriculum such as its satisfaction, suitability to provide feedback to students frequently, appropriateness for implementing student- centered methods, accommodation for diversified students\u0026rsquo; needs, relevance of the contents to the health professions, requirement of extra workload, suitability to use continuous assessment, curriculum contents are not vast, the modular approach curriculum does not create stress on instructors and students, suitability to practical work, linkage to world of work, encouragement for independent work of students, and increment to quality of education. Therefore, it seems logical to deduce that the introduction of the modular approach curriculum on reform basis in the Ethiopian Northern Cluster Public Universities was relevant. Besides, it can be concluded that the leaders, instructors and students in the Ethiopian Northern Cluster Public Universities had adequate motivation and commitment towards the implementation of the modular approach curriculum. The qualitative data reported that there was great concern about the block modules which created difficulty in completing tasks as intended due to scarcity of time. Hence, it is possible to conclude that the modular approach curriculum in the Ethiopian Northern Cluster Public Universities is affected by time factor particularly those modules which are delivered through block modalities.\u003c/p\u003e"},{"header":"6 Recommendation","content":"\u003cp\u003eThe respondents and participants in this research journey expressed their positive perceptions towards the great deal of the items that a modular approach curriculum should contain in except the negative perceptions on one item with regard to adequacy of time for delivering modules in blocks. Generally, the positively perceived results vividly forecast a successful implementation of the modular approach curriculum in Ethiopian Northern Cluster public Universities which are offering training to health professionals in\u003c/p\u003e\u003cp\u003ethe colleges of health sciences. On the other side, the perceptions of the respondents which were designated negatively could by default critically affect the implementation of the modular approach curriculum in Ethiopian Northern Cluster Public Universities. Hence, the Ethiopian Northern Cluster Public Universities and Ministry of Education should exert joint efforts so as ensure the continuity of the strengths and to alleviate the drawback which seem to hamper the full-fledged implementation of the modular approach curriculum in Ethiopian Northern Cluster Public Universities. They should also conduct continuous monitoring and assessment activities.\u003c/p\u003e"},{"header":"7 Limitations and Suggestions for Future Research","content":"\u003cp\u003eThe current research work, by and large, was assumed to mirror the perceptions of key stakeholders towards the modular approach curriculum as implemented in the Ethiopian Northern Cluster Public Universities. The results of this study revealed the positive perceptions of leaders, instructors, students and curriculum experts from ministry of education towards the modular approach curriculum in the Ethiopian Northern Cluster Public Universities. There cannot be a total argument that we can have a research work without limitations. Hence, the researcher is very cognizant of the fact that the current study demands further investigation in various aspects.\u003c/p\u003e\u003cp\u003eTherefore, the following research thematic areas are suggested as potentials for future research.\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eA Comparative study on the Practice of the modular approach curriculum in the Ethiopian Public Universities.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eThe Perception of the modular approach curriculum in the Ethiopian Private Universities.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003e The Views of Support staff, Board members and Policy makers on the Modular Approach Curriculum in the Ethiopian Public Universities\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cul\u003e\n \u003cli\u003eAKU:\u0026nbsp;Aksum\u0026nbsp;University\u003c/li\u003e\n \u003cli\u003eADU:\u0026nbsp;Adigrat\u0026nbsp;University\u003c/li\u003e\n \u003cli\u003eMU: Mekelle University\u003c/li\u003e\n \u003cli\u003eSU:\u0026nbsp;Samara\u0026nbsp;University\u003c/li\u003e\n \u003cli\u003eT:\u0026nbsp;Teacher\u003c/li\u003e\n \u003cli\u003eL:\u0026nbsp;Leader\u003c/li\u003e\n \u003cli\u003eS:\u0026nbsp;student\u003c/li\u003e\n \u003cli\u003eMOE:\u0026nbsp;Ministry\u0026nbsp;of\u0026nbsp;Education\u003c/li\u003e\n \u003cli\u003eI: Interviewee\u003c/li\u003e\n \u003cli\u003eFGD:\u0026nbsp;Focused\u0026nbsp;group\u0026nbsp;discussion\u003c/li\u003e\n\u003c/ul\u003e\n"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements:\u0026nbsp;\u003c/strong\u003eThe corresponding author would like to express his warm appreciation\u0026nbsp;to\u0026nbsp;all\u0026nbsp;persons\u0026nbsp;and\u0026nbsp;organizations\u0026nbsp;that\u0026nbsp;contributed\u0026nbsp;to\u0026nbsp;the\u0026nbsp;success\u0026nbsp;of\u0026nbsp;this study. I thank you so much!!\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor Contribution:\u0026nbsp;\u003c/strong\u003eThis\u0026nbsp;research article\u0026nbsp;is\u0026nbsp;the result\u0026nbsp;of all authors\u0026nbsp;enumerated here. The effort of the authors devoted was very high in title identification, research design, development of data collection instrument and refining the article. The corresponding author\u0026nbsp;was\u0026nbsp;responsible\u0026nbsp;for\u0026nbsp;developing\u0026nbsp;the\u0026nbsp;first\u0026nbsp;draft\u0026nbsp;while\u0026nbsp;the\u0026nbsp;rest\u0026nbsp;authors\u0026nbsp;were\u0026nbsp;involved in reviewing and editing the manuscript. Data collection and analysis activities were carried out by the corresponding author under the supervision of the remaining three authors.\u0026nbsp;Finally\u003cstrong\u003e,\u0026nbsp;\u003c/strong\u003eall authors agreed that the final manuscript should be submitted for publication to this journal.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding:\u0026nbsp;\u003c/strong\u003eThere\u0026nbsp;was\u0026nbsp;no\u0026nbsp;funding\u0026nbsp;obtained\u0026nbsp;for\u0026nbsp;this\u0026nbsp;research\u0026nbsp;article\u0026nbsp;publication.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData\u0026nbsp;availability\u003c/strong\u003e: The data which are compulsory for credibility of this research work results are available with the corresponding author which can be obtained on legal request through the e-mail address: [email protected]\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Approval:\u0026nbsp;\u003c/strong\u003eThis study has obtained ethical approval from the research review team\u0026nbsp;at\u0026nbsp;the\u0026nbsp;College\u0026nbsp;of\u0026nbsp;Education\u0026nbsp;and\u0026nbsp;Behavioral\u0026nbsp;Sciences\u0026nbsp;in\u0026nbsp;Haramaya\u0026nbsp;University\u0026nbsp;with R/No: CEBS-112-25. The research review team granted permission to carry out this study and publish the findings after checking its alignment with all pertinent ethical guidelines and research regulations.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Participate:\u0026nbsp;\u003c/strong\u003eEvery research participant was provided with informed consent\u0026nbsp;before\u0026nbsp;engagement for\u0026nbsp;interviews\u0026nbsp;and\u0026nbsp;focused\u0026nbsp;group\u0026nbsp;discussions.\u0026nbsp;The\u0026nbsp;purpose of\u0026nbsp;this\u0026nbsp;research\u0026nbsp;and\u0026nbsp;its\u0026nbsp;procedures\u0026nbsp;were\u0026nbsp;briefly\u0026nbsp;explained\u0026nbsp;to\u0026nbsp;all participants.\u0026nbsp;Besides,\u0026nbsp;all participants were informed about their rights to involve on this study, and even they have the alternative to withdraw at any time. Finally, the participants ensured informed consent in writing.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent\u0026nbsp;to\u0026nbsp;Publish\u003c/strong\u003e:\u0026nbsp;All authors\u0026nbsp;confirmed\u0026nbsp;their\u0026nbsp;consent\u0026nbsp;for\u0026nbsp;the\u0026nbsp;publication\u0026nbsp;of\u0026nbsp;this research article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interest:\u0026nbsp;\u003c/strong\u003eThe\u0026nbsp;authors\u0026nbsp;are\u0026nbsp;confidential\u0026nbsp;to\u0026nbsp;declare\u0026nbsp;that\u0026nbsp;there\u0026nbsp;is\u0026nbsp;no\u0026nbsp;any competing interest.\u003c/p\u003e\n"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAboagye, Emmanuel and Yawson, Joseph Anthony. Teachers\u0026rsquo; Perception of the New Educational Curriculum in Ghana. African Educational Research. 2020; 8(1): 6-12. ISSN: 2354-2160\u003c/li\u003e\n\u003cli\u003eBurke, Johnson R et al. 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Basics of research paper writing and publishing. \u003cem\u003eInternational Journal of Technology Enhanced Learning.2014; \u003c/em\u003e6(2): 105-123.\u003c/li\u003e\n\u003cli\u003eDochy, F.J.R.C., Wagemans, L.J.J.M. and Wolf, H.C. Modularisation and Student Learning in Modular instruction in relation with prior knowledge. Heerlen: Open University. 1989\u003c/li\u003e\n\u003cli\u003eFrench, Sarah. The Benefits and Challenges of Modular Higher Education Curricula: Issues and Ideas Paper. University of Melbourne: Centre for the Study of Higher Education. 2015 \u003c/li\u003e\n\u003cli\u003eGall, Merdith D., et al. Educational Research: An Introduction, 7\u003csup\u003eth\u003c/sup\u003e edition. New York: Pearson education, Inc. 2003\u003c/li\u003e\n\u003cli\u003eGebremichael, Abinet and Mulu, Abay. Implementation Status of the Nationally Harmonized Competency-Based, Integrated Modular Medical Curriculum in Ethiopia: Opportunities and Challenges. Open Access Research. 2024; http://doi.org/10.1186/s12909-024-05796-2,24:799\u003c/li\u003e\n\u003cli\u003eGuetterman, Timothy C. Descriptions of Sampling Practices within Five Approaches to Qualitative Research in Education and the Health Sciences. \u003cem\u003eForum: Qualitative Social Research.2015; \u003c/em\u003e16, (2):1-23.\u003c/li\u003e\n\u003cli\u003eJohnson, Ellen. The Research Report: A Guide for the Beginner, New York: Ronald Press. 2007\u003c/li\u003e\n\u003cli\u003eMack, Natasha et al. Qualitative Research Methods: A Data collector\u0026rsquo;s Field Guide. USA: Family Health International. 2005\u003c/li\u003e\n\u003cli\u003eMcMillan, J. H., \u0026amp; Schumacher, S. Research in education: A conceptual introduction. (5thed.). New York: Longman. 2001\u003c/li\u003e\n\u003cli\u003eMiller, Thomas D. and Elg\u0026aring;rd, Per. Defining Modules, Modularity and Modularization: Evolution of the Concept in a Historical Perspective. Proceedings of the 13th IPS Research Seminar. Fuglsoe 1998. ISBN 87-89867-60-2. Aalborg University.\u003c/li\u003e\n\u003cli\u003eMOE (Ministry of Education). A Guideline of Modularization for Ethiopian Higher Education Institutions. Addis Ababa, the Federal Democratic Republic of Ethiopia.2012\u003c/li\u003e\n\u003cli\u003eMOE. Education Sector Development Programme V (ESDP V) 2015/16 - 2019/20 G.C. Addis Ababa, the Federal Democratic Republic of Ethiopia.2015\u003c/li\u003e\n\u003cli\u003eMoges Logaw. Modularization and the Practices of Module Development in Selected Ethiopian Universities. Doctoral dissertation, Addis Ababa University, Addis Ababa, Ethiopia.2015\u003c/li\u003e\n\u003cli\u003eSherere, Renslow et al. A survey of Graduates\u0026rsquo; Perceptions on a Chinese Medical School\u0026rsquo;s Traditional and Reform Curricula. Perspect Med Educ. 2016; 5:244\u0026ndash;252, DOI 10.1007/s40037-016-0282-4.\u003c/li\u003e\n\u003cli\u003eSilverman, D. Interpreting qualitative data: A Guide to the Principles of Qualitative Research, 3\u003csup\u003erd\u003c/sup\u003e edition. Los Angeles: Sage Publications Ltd. 2010\u003c/li\u003e\n\u003cli\u003eSomekh, Bridget and Lewin, Cathy (Editors). Research Methods in the Social Sciences. London: SAGE Publications Ltd. 2007\u003c/li\u003e\n\u003cli\u003eSolomon Areaya, Ayalew Shibeshi, and Daniel Tefera. Reengineering Postgraduate Curricula and its Mode of Delivery: Graduate Students\u0026rsquo; Views of Modular Course Delivery at Addis Ababa University, JHEA/RESA 2013 11(1\u0026amp;2):71\u0026ndash;100 \u0026copy; \u003cem\u003eCouncil for the Development of Social Science Research in Africa \u003c/em\u003e2014(ISSN 0851\u0026ndash;7762)\u003c/li\u003e\n\u003cli\u003eWondifraw Dejene. The practice of Modularized Curriculum in Higher Education Institution: Active Learning and Continuous Assessment in Focus. Cogent Education. 2019; 6: https://doi.org/10.1080/2331186X.2019.1611052\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"modular approach curriculum, Perception, implementation, stakeholders, northern cluster","lastPublishedDoi":"10.21203/rs.3.rs-6915545/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6915545/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe modular approach curriculum is a current innovation to the Ethiopian Universities. There are various factors that affect the implementation of the modular approach curriculum among which is perception of Stakeholders. Thus, the overall purpose of this research voyage was to analyse the perceptions of key stakeholders towards the modular approach curriculum for health professionals. The research framework employed was convergent parallel mixed design. The research settings were four Ethiopian Northern Cluster Public Universities. The sources of data were academic leaders, instructors and students from the four universities and curriculum experts from the Ethiopian Ministry of Education. Stratified proportional simple random, available and purposive sampling techniques were used. The data collection instruments employed were questionnaires, interviews and focused group discussions. One sample t-test was used for analysising the quantitative data with the help of SPSS version 22 while the qualitative data were analysed on thematic bases. The analyzed results disclosed that leaders, instructors, students and curriculum experts had positive perceptions towards the modular approach curriculum. In a nutshell, it can be concluded that leaders, instructors, students and curriculum experts seem to be comfortable with the modular approach curriculum in the Ethiopian context. Hence, it seems feasible to recommend that the Ethiopian Northern Cluster Public Universities and the Ministry of Education should exert their steady efforts to maintain the continuity of such favourable perceptions of the key stakeholders towards the modular approach curriculum.\u003c/p\u003e","manuscriptTitle":"Stakeholders’ Perception towards the Modular Approach Curriculum in the Ethiopian Northern Cluster Public Universities","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-10-27 11:55:52","doi":"10.21203/rs.3.rs-6915545/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"246de27b-0370-4479-a2ed-995dfc2e88d9","owner":[],"postedDate":"October 27th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-05-06T12:11:51+00:00","versionOfRecord":[],"versionCreatedAt":"2025-10-27 11:55:52","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6915545","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6915545","identity":"rs-6915545","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}