A Systematic Qualitative Review of Tyler&rsquo;s Curriculum Model and Its Influence on Student Achievement in Chinese Secondary Education (2000&ndash;2025)

Juliet  A. Demalen,; Duan  Yichao,

A Systematic Qualitative Review of Tyler’s Curriculum Model and Its Influence on Student Achievement in Chinese Secondary Education (2000–2025)

Discipline: Education

Abstract:

This systematic qualitative review examines how Tyler’s curriculum model influences student learning outcomes in Chinese secondary education through a comprehensive full-text analysis of empirical research published between 2000 and 2025. Tyler’s model, composed of four (4) interrelated components (objectives, content, learning experiences, and evaluation), continues to guide curriculum planning, teaching, and assessment across diverse educational systems. To explore its contemporary relevance, thirty-five (35) peer-reviewed journal articles, theses, and conference papers were analyzed in depth, focusing on how each component contributes to student achievement. Thematic coding and narrative synthesis were used to identify convergent and divergent patterns, highlight contextual moderators, and interpret how curriculum design translates into learning outcomes. Results indicate that all four components positively affect student performance, but their impact varies depending on classroom context, alignment, and implementation fidelity. Curriculum content and learning experiences exert the strongest influence because they directly shape student engagement, comprehension, and higher-order thinking, while objectives and evaluation reinforce learning when they are coherently linked to instruction and formative feedback. Studies also reveal that the success of Tyler’s model depends on systemic alignment among curriculum elements and responsiveness to contextual realities such as teacher expertise, subject discipline, resource availability, and assessment of culture. The synthesis underscores that curriculum reform must move beyond isolated adjustments toward integrated and adaptive practice. Overall, findings affirm that Taylor’s curriculum model remains a robust and adaptable framework for improving instructional design, promoting coherence across learning processes, and sustaining long-term academic growth in Chinese secondary education.

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