Volume 5, Issue 2 (autumn-winter 2018)
DSME 2018, 5(2): 1-12 |
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Abstract: (4237 Views)
Introduction: Evaluation of academic programs and courses has been a constant need to improve the quality of higher education. Thus purpose of this research was evaluation of quality of curriculum elements in educational sciences field.
Methods: Research method was sectional survey. The statistical population consisted of 1095 students in field of educational sciences in University of Isfahan and educational sciences in University of Azad Isfahan that by Cochran Formulate, 147 ones were chosen by using stratified randomized sampling. The information gathering tools were researcher-made questionnaire with 32 items in six components in terms of 5 Likert scale. Questionnaires content validity confirmed by expert. Reliability coefficients through Alpha Cronbach coefficient obtained equal to 0.86. Data analyses done in inferential level (independent t-test) through Spss 22 software.
Results:The Finding showed in field of educational sciences, University of Isfahan in goals component (3.43±0.69), content (3.30±0.70), learning experiences (3.40±0.59), teaching method (3.51±0.87), evaluation methods (3.20±0.67), time (3.13±0.75), equipment (3.27±0.66) have higher average than University of Azad Isfahan. (P < 0.05) in the components of goals (3.43±0.69), content (3.30±0.70), learning experience (3.40±0.59), teaching method (3.51±0.87), evaluation methods (3.20±0.67), timing (3.13±0.75) and educational equipment (3.27±0.66).
Conclusion: According to the results, the quality of the curriculum elements in universities which were studied, are higher than average level and is somewhat favorable
Citation: Amini M, Rahimi H, Khodabakhshi H. The evaluation of quality of curriculum elements in education field. Journal of Development Strategies in Medical Education 2018; 5(2): 1-12
Methods: Research method was sectional survey. The statistical population consisted of 1095 students in field of educational sciences in University of Isfahan and educational sciences in University of Azad Isfahan that by Cochran Formulate, 147 ones were chosen by using stratified randomized sampling. The information gathering tools were researcher-made questionnaire with 32 items in six components in terms of 5 Likert scale. Questionnaires content validity confirmed by expert. Reliability coefficients through Alpha Cronbach coefficient obtained equal to 0.86. Data analyses done in inferential level (independent t-test) through Spss 22 software.
Results:The Finding showed in field of educational sciences, University of Isfahan in goals component (3.43±0.69), content (3.30±0.70), learning experiences (3.40±0.59), teaching method (3.51±0.87), evaluation methods (3.20±0.67), time (3.13±0.75), equipment (3.27±0.66) have higher average than University of Azad Isfahan. (P < 0.05) in the components of goals (3.43±0.69), content (3.30±0.70), learning experience (3.40±0.59), teaching method (3.51±0.87), evaluation methods (3.20±0.67), timing (3.13±0.75) and educational equipment (3.27±0.66).
Conclusion: According to the results, the quality of the curriculum elements in universities which were studied, are higher than average level and is somewhat favorable
Citation: Amini M, Rahimi H, Khodabakhshi H. The evaluation of quality of curriculum elements in education field. Journal of Development Strategies in Medical Education 2018; 5(2): 1-12
Type of Study: Orginal |
Subject:
Special
Received: 2017/09/5 | Accepted: 2018/02/19 | Published: 2018/11/3
Received: 2017/09/5 | Accepted: 2018/02/19 | Published: 2018/11/3
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