Relationship between Curriculum Relevance and Students’ Career Expectations

Abstract

The present study aimed to examine the relationship between curriculum relevance and students’ career expectations at the secondary level in District Rawalpindi. A quantitative correlational research design was employed, and data were collected from a sample of 400 students selected through a multistage sampling technique from 20 public secondary schools. A structured questionnaire based on a five-point Likert scale was used as the research instrument. The reliability of the instrument was confirmed through Cronbach’s Alpha, while Pearson Product-Moment Correlation was applied for data analysis. The findings revealed that students perceived curriculum relevance at a moderate level, indicating partial alignment with real-life applications. Students also demonstrated relatively high career expectations, although variations existed among respondents. Furthermore, the results indicated a significant positive correlation between curriculum relevance and students’ career expectations, suggesting that improvements in curriculum relevance are associated with stronger and more defined career expectations. The study concludes that curriculum relevance plays a vital role in shaping students’ perceptions, motivation, and future career planning. It is recommended that curriculum developers incorporate practical, skill-based, and career-oriented content, along with enhanced guidance mechanisms, to better align educational experiences with students’ career aspirations.

Keywords: curriculum relevance, career expectations, secondary students, correlational study, academic motivation, curriculum design.