Volume 7, Issue 1 (5-2024)                   Iranian Journal of Educational Sociology 2024, 7(1): 43-56 | Back to browse issues page

XML Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Esmaeilbeygi H, Abdollahi B, Navehebrahim A, Abbasian H. (2024). Evaluation of the Quality of the Elementary Education Program at Farhangian University Based on the CIPP Model. Iranian Journal of Educational Sociology. 7(1), 43-56. doi:10.61838/kman.ijes.7.1.5
URL: http://iase-idje.ir/article-1-1361-en.html
1- PhD student, Department of Educational Management, Kharazmi University,Tehran, Iran.
2- Full Professor, Department of Educational Management, Kharazmi University,Tehran, Iran (Corresponding Author).
3- Full Professor, Department of Educational Management, Kharazmi University,Tehran, Iran.
4- Associate Professor, Department of Educational Management, Kharazmi University,Tehran, Iran.
Abstract:   (632 Views)
Purpose: One of the fields with the highest number of students at Farhangian University is Primary Education. Therefore, the purpose of this study was to evaluate the quality of the Primary Education program at Farhangian University based on the CIPP model.

Methodology: This study was applied in terms of objective and descriptive-survey in terms of implementation method. The study population included faculty members, educational group managers, and graduates of Primary Education from Farhangian University campuses in Tehran province during 2019-2022, and primary school principals in Tehran city in 2022. The sample size was estimated to be 276 individuals (20 faculty members, 6 educational group managers, 200 graduates of Primary Education, and 50 primary school principals) selected through simple random sampling. Data were collected through semi-structured interviews with faculty members and educational group managers and a researcher-made questionnaire filled out by all sample members. The data were analyzed using open, axial, and selective coding methods and examining the desirability of axial and selective codes.

Findings: The findings indicated that for the quality of the Primary Education program at Farhangian University based on the CIPP model, 88 open codes, 31 axial codes, and 7 selective codes were identified.

Conclusion: The results of this study indicated that the status of the Primary Education program at Farhangian University based on the CIPP model was not at a desirable level and improvement of the identified open, axial, and selective codes in this research is necessary for enhancement.
Full-Text [PDF 889 kb]   (184 Downloads)    
Type of Study: Research Article | Subject: Special
Received: 2023/11/20 | Accepted: 2023/12/26 | Published: 2024/03/6

1. Abedini Alavi, H., Nili AhmadAbadi, M., Neystani, M., & Liaghatdar, M. (2021). Explaining the goals of the curriculum based on teacher-researcher training at Farhangian University. Technology of Education Journal (TEJ), 15(2), 395-408. https://jte.sru.ac.ir/article_1470_en.html
2. Adibmanesh, M. (2022). Quality assessment of the revised curriculum of educational sciences (Primary education) of Farhangian University (Case study: Kermanshah province). Research in Teacher Education (RTE), 5(2), 87-61. https://te-research.cfu.ac.ir/article_2585_en.html?lang=fa
3. Aziz, S., Mahmood, M., & Rehman, Z. (2018). Implementation of CIPP Model for Quality Evaluation at School Level: A Case Study. Journal of Education and Educational Development, 5(1), 189-206. https://eric.ed.gov/?id=EJ1180614 [DOI:10.22555/joeed.v5i1.1553]
4. Badeleh, A. (2020). Farhangian University faculty members' prioritization of their job responsibilities and evaluation of their performance by student - teachers. Research in Teacher Education(RTE), 3(1), 91-107. https://te-research.cfu.ac.ir/article_1287.html
5. Dizon, A. G. (2023). Historical development of CIPP as a curriculum evaluation model. History of Education, 52(1), 109-128. [DOI:10.1080/0046760X.2022.2098390]
6. Hajizadehanari, H. (2022). Conceptual model of Farhangiān University based on the fundamental reform document of education. Research in Teacher Education (RTE), 5(3), 145-115. https://te-research.cfu.ac.ir/article_2610.html?lang=en
7. Hakan, K., & Seval, F. (2011). CIPP evaluation model scale: development, reliability and validity. Procedia - Social and Behavioral Sciences, 15, 592-599. [DOI:10.1016/j.sbspro.2011.03.146]
8. Hasan, A., Yasin, S. N. T. M., & Yunus, M. F. M. (2015). A Conceptual Framework for Mechatronics Curriculum Using Stufflebeam CIPP Evaluation Model. Procedia - Social and Behavioral Sciences, 195, 844-849. [DOI:10.1016/j.sbspro.2015.06.324]
9. Hejazi, A. (2020). Determining the components of professional development of faculty members of Farhangian University. Research in Teacher Education (RTE), 3(1), 41-61. https://te-research.cfu.ac.ir/article_1187.html?lang=en
10. Hosseinpour, M., & Sakhawatjo, M. S. (2009). Examining the curricula of elementary education from the point of view of educational science professors in order to improve the level of environmental awareness of graduates of this field. Environmental Science and Technology Quarterly, 12(2), 115. https://www.magiran.com/paper/795863
11. Koushki, F., Ghaderi, M., Khosravi, M., & Sadeghi, A. (2020). Content Analysis of the Syllabus of ICT Application Courses in the field of Primary Education at Farhangian University based on the TPACK model. New Educational Approaches, 15(1), 59-78. https://nea.ui.ac.ir/article_25034_en.html
12. Lippe, M., & Carter, P. (2018). Using the CIPP Model to Assess Nursing Education Program Quality and Merit. Teaching and Learning in Nursing, 13(1), 9-13. [DOI:10.1016/j.teln.2017.09.008]
13. Mohammad Shafiee, A., & Karimi Aqda, H. (2022). Explaining the Place of Hidden Curriculum in the Process of Social Education of Student Teachers of Farhangiān University. Research in Teacher Education (RTE), 5(3), 65-47. https://te-research.cfu.ac.ir/article_2607_en.html?lang=fa
14. Mohammadi, M. (2022). Analysis of the Perceptions of Farhangian University Graduates from the Issues of the Teaching Profession in the Education System. The Journal of Theory and Practice in Teachers Education, 8(13), 260-239. https://itt.cfu.ac.ir/article_2569_en.html?lang=en
15. Mohebiamin, A., Behradfar, A., Khoshsima, M., & Moghimi Rad, M. (2022). Analysis of the situation of Farhangian University based on the lived experiences of graduates: Qualitative research. Research in Teacher Education (RTE), 5(2), 32-31. https://te-research.cfu.ac.ir/article_2583_en.html?lang=fa
16. Momeni Mahmouei, H., & Shariatmadari, A. (2009). A competency based curriculum model for undergraduate course on primary education. Journal of Management and Planning In Educational System, 2(2), 128-149. https://mpes.sbu.ac.ir/article_98343.html
17. Prayogo, D., Raharjo, T. J., & Kuswardinah, A. (2021). Distance learning evaluation with the CIPP model. 6th International Conference on Science, Education and Technology (ISET 2020), [DOI:10.2991/assehr.k.211125.062]
18. Tasdighi, F., Liaqhatdar, M. J., & Abedi, L. (2018). Comparative Study of Bachelor Curriculum for Elementary Education in Iran and Selected Asia-Pacific Countries. Research in Curriculum Planning, 15(59), 18-45. https://jsr-e.isfahan.iau.ir/article_545135.html?lang=en
19. Zandvanian Naeini, A. (2006). A Comprehensive Evaluation of Khuzestan Province Teacher Training Centers, Following CIPP Model. Journal of Educational Scinces, 13(2), 137-162. https://education.scu.ac.ir/article_15960_en.html

Add your comments about this article : Your username or Email:

Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2024 CC BY-NC 4.0 | Iranian journal of educational sociology

Designed & Developed by : Yektaweb