The Canadian Journal for the Scholarship of Teaching and Learning - Issue 3 - Investigating the Alignment of Intended, Enacted, and Perceived Learning Outcomes in an Authentic Research-Based Science Program

Oct 15, 2026

This study investigates the intended, enacted, and perceived curriculum in an authentic research-based science program using curriculum mapping. It asks how students’ perceptions of achieved learning outcomes align with the intended and enacted outcomes in a research-based learning environment. A mixed-methods design mapped the program and core courses from multiple perspectives. Questionnaires, focus groups, and interviews captured outcomes and student perceptions. Curriculum mapping indicated consistent, coherent learning outcomes at program and course levels, with strong alignment between students’ research experiences and the intended and enacted outcomes. The findings support adoption of similar curriculum review approaches in other programs.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Research question and approach

Curriculum mapping method

Data sources and results

Implications for curriculum review

The Canadian Journal for the Scholarship of Teaching and Learning | Volume 10 | Issue 3 | Article 3 | | --- | --- | | Winter 12-31-2019
Investigating the Alignment of Intended, Enacted, and Perceived Learning Outcomes inan Authentic Research-Based Science Program
Hagar I. Labouta
University of Manitoba, [hagar.labouta@umanitoba.ca](hagar.labouta@umanitoba.ca)[ ](hagar.labouta@umanitoba.ca)Natasha A. Kenny
University of Calgary, nakenny@ucalgary.ca Patti Dyjur
University of Calgary, pdyjur@ucalgary.ca Rui Li
University of Calgary, ruili@ucalgary.ca Max Anikovskiy
University of Calgary, m.anikovskiy@ucalgary.ca Leslie F. Reid
University of Calgary, lfreid@ucalgary.ca David T. Cramb
Ryerson University, [david.cramb@ryerson.ca](david.cramb@ryerson.ca)
Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)
[https://doi.org/10.5206/cjsotl-rcacea.2019.3.9462](https://doi.org/10.5206/cjsotl-rcacea.2019.3.9462) | | Recommended Citation Labouta, H. I., Kenny, N. A., Dyjur, P., Li, R., Anikovskiy, M., Reid, L. F., & Cramb, D. T. (2019) . Investigating the alignment of intended, enacted, and perceived learning outcomes in an authentic research-based science program. The Canadian Journal for the Scholarship of Teaching and Learning, 10(3). [https://doi.org/10.5206/cjsotl-rcacea.2019.3.9462](https://doi.org/10.5206/cjsotl-rcacea.2019.3.9462) Investigating the Alignment of Intended, Enacted, and Perceived Learning Outcomes in an Authentic ResearchBased Science Program Abstract This study investigates the intended, enacted, and perceived curriculum in an authentic researchbased science program using curriculum mapping as a tool for analysis. The main research inquiry guiding this study is: How do the students’perceptions on their achieved learning outcomes in an authentic research-based learning environment align with the intended and enacted outcomes? A mixed method approach was adopted, where the program and its core-courses were mapped from different perspectives. Data on the learning outcomes and perceptions of students learning were collected through questionnaires, focus groups, and interviews from multiple perspectives. Results of the curriculum mapping showed consistency and cogency of program and course-level learning outcomes. Students’ perceptions of their authentic research experiences were well-aligned with the intended and enacted learning outcomes. The results of this study could be used to help other programs implement similar curriculum review approaches in their context. Cette étude examine le programme d’études visé, adopté et perçu dans un programme de sciences authentiquement basé sur la recherche en utilisant la cartographie de programme comme outil d’analyse. L’objet principal de la recherche qui a guidé cette étude était le suivant : comment les perceptions des étudiants concernant leurs résultats d’apprentissage dans un environnementd’apprentissage authentiquement basé sur la recherche s’alignent-elles avec les résultats visés et adoptés? Une approche à méthodes mixtes a été adoptée, dans laquelle le programme et ses cours debase ont été cartographiés à partir de diverses perspectives. Les données relatives aux résultatsd’apprentissage et aux perceptions de l’apprentissage des étudiants ont été recueillies par le biais de questionnaires, de groupes de discussion et d’entrevues à partir de diverses perspectives. Les résultats de la cartographie du programme ont indiqué une uniformité et une force du programme et des résultats d’apprentissage au niveau des cours. Les perceptions des étudiants concernant leurs expériences de recherche authentiques étaient parfaitement alignées avec les résultatsd’apprentissage visés et adoptés. Les résultats de cette étude pourraient être utilisés pour aiderd’autres programmes à mettre en oeuvre des approches pour la révision de programme d’études dans leur propre contexte. Keywords undergradua

FAQs

What curriculum elements does the study examine?

The study examines the intended, enacted, and perceived curriculum in an authentic research-based science program.

How does the study assess alignment of learning outcomes?

It uses curriculum mapping and compares how students’ perceptions align with intended and enacted learning outcomes.

What methods are used to collect evidence from students?

Data are collected through questionnaires, focus groups, and interviews from multiple perspectives.

What do the curriculum mapping results indicate?

The results show consistency and coherence of program- and course-level learning outcomes, and students’ perceptions are well aligned with the intended and enacted outcomes.

Oct 15, 2026

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