Abdul Wahid Mantegh; Ali Asghar Machinchi; Mokhtar Ranjbar
Abstract
Purpose: The present research was conducted with the purpose of providing a quality model of the curriculum in the secondary (first) period of Shiraz city with an emphasis on the virtual approach.Methodology: The current research was applied in terms of purpose and integrated (qualitative-quantitative) ...
Read More
Purpose: The present research was conducted with the purpose of providing a quality model of the curriculum in the secondary (first) period of Shiraz city with an emphasis on the virtual approach.Methodology: The current research was applied in terms of purpose and integrated (qualitative-quantitative) in terms of implementation method. In the qualitative part, the participants in the Delphi panel were 20 university experts in the field of curriculum planning in Shiraz, who were selected purposefully. The statistical community in the quantitative part, there were 2953 teachers in the 1st and 2nd districts of Shiraz in the academic year of 2020-21, and based on Cochran's formula, 350 were selected as the sample size by random sampling. The research tools in the qualitative part were interviews and background literature review, and in the quantitative part, the researcher made a questionnaire. Validity of the findings was done with formal validity and reliability using Cronbach's alpha method, which was 0.88. To analyze the data in the qualitative part, Delphi coding and analysis method and in the quantitative part descriptive statistics (percentage, average and standard deviation) with Spss23 software and inferential (structural equations-confirmatory factor analysis) with Lisrel 8.8 software were used. became.Findings: Qualitative findings showed that 6 dimensions (purpose, content, method, planning, evaluation and technology), 19 components and 57 indicators were identified for the curriculum quality model in the first secondary school. Also, the results of the factor analysis showed that the content dimension with factor load (t=20.21 and 0.88), goal (t=18.32 and 0.83), technology (t=0.78 and 11.17), evaluation (75 t=0.72 and 16.72), method (t=0.71 and 15.62) and planning (t=0.68 and 13.92) had the greatest effect on curriculum quality, respectively.Conclusion: Curriculum planners can pay serious attention to the 6 dimensions identified in this research in order to increase the quality of the first secondary curriculum and focus on the content dimension and its compatibility with virtual methods in particular.
