A CASE STUDY OF THE MIDDLE SCHOOL PROGRAM (MSP)

Abstract

This study investigated stakeholder perceptions of the Middle School Programme (MSP), a project-based educational initiative launched by the Aga Khan University Examination Board to improve academic achievement and critical thinking among students in marginalized communities. Using a quantitative descriptive research design, data were collected from 289 purposively selected respondents, including administrators, teachers, and parents. A structured five-point Likert scale questionnaire was used to collect perceptions related to MSP’s effectiveness in enhancing student outcomes. Analysis using SPSS included descriptive statistics and independent sample t-tests to explore gender-based differences in perceptions. Results indicated a strong consensus (80%–84.6%) among stakeholders that MSP positively impacts academic achievement, with minimal disagreement and neutral responses. Similarly, 78%–93.3% of participants agreed that MSP fosters critical thinking, especially among male parents. T-test results revealed no significant gender differences in most groups, except for parents, where male respondents perceived higher benefits in critical thinking. The findings affirm MSP’s role in promoting inclusive, student-centered education and suggest its scalability to other underserved regions. Recommendations included expanding the program, enhancing teacher training, integrating critical thinking into the curriculum, and establishing robust monitoring systems.

Keywords: Middle School Programme (MSP), academic achievement, critical thinking, stakeholder perceptions, project-based learning, gender comparison, quantitative research, marginalized communities.