Volume 7, Issue 1 (5-2024)
Iranian Journal of Educational Sociology 2024, 7(1): 179-188 |
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Fel Araghi A, Azodolmolki S, Hosseini Mirsafi A A. (2024). Design and Validation of a Curriculum Model Based on Positive Education Approach in Iran's Secondary Education. Iranian Journal of Educational Sociology. 7(1), 179-188. doi:10.61838/kman.ijes.7.1.17
URL: http://iase-idje.ir/article-1-1393-en.html
URL: http://iase-idje.ir/article-1-1393-en.html
1- PhD student, Department of Educational Sciences, South Tehran Branch, Islamic Azad University, Tehran, Iran.
2- Assistant Professor, Department of Educational Sciences, South Tehran Branch, Islamic Azad University, Tehran, Iran.
2- Assistant Professor, Department of Educational Sciences, South Tehran Branch, Islamic Azad University, Tehran, Iran.
Abstract: (135 Views)
Purpose: One of the methods of curriculum design is based on the positive education approach. Therefore, the aim of this study was to design and validate a curriculum model based on the positive education approach in Iran's secondary education.
Methodology: This study was applied and mixed-methods in terms of objective and implementation, respectively. The research population in both design and validation parts consisted of experts and scholars in the fields of educational studies, educational management, educational psychology, and research and planning experts for the compilation of secondary education textbooks. The sample of this study, based on the principle of theoretical saturation, included 22 individuals who were selected through purposive sampling and were subjected to semi-structured interviews and completion of a researcher-made questionnaire. The data obtained from the interviews and questionnaires were analyzed using coding methods based on grounded theory, exploratory factor analysis, and structural equation modeling.
Findings: Coding findings revealed that for the curriculum model based on the positive education approach in Iran's secondary education, 50 components were identified in 4 categories: causal factors (16 components), contextual and intervening factors (18 components), strategies (8 components), and effects and outcomes (8 components). Validity was confirmed through triangulation method and peer review, and reliability was calculated at 77 percent using the inter-rater agreement method. Findings from the exploratory factor analysis showed that the factor loading of each of the 50 components was appropriate, and 11 components were able to explain 86.4 percent of the total variance of the curriculum based on the positive education approach in Iran's secondary education. Structural equation modeling findings indicated that the curriculum model had a suitable fit and significantly impacted all four categories: causal factors, contextual and intervening factors, strategies, and effects and outcomes.
Conclusion: Curriculum specialists and planners, based on the categories and components of this study, can take effective steps towards improving the curriculum based on the positive education approach in Iran's secondary education.
Methodology: This study was applied and mixed-methods in terms of objective and implementation, respectively. The research population in both design and validation parts consisted of experts and scholars in the fields of educational studies, educational management, educational psychology, and research and planning experts for the compilation of secondary education textbooks. The sample of this study, based on the principle of theoretical saturation, included 22 individuals who were selected through purposive sampling and were subjected to semi-structured interviews and completion of a researcher-made questionnaire. The data obtained from the interviews and questionnaires were analyzed using coding methods based on grounded theory, exploratory factor analysis, and structural equation modeling.
Findings: Coding findings revealed that for the curriculum model based on the positive education approach in Iran's secondary education, 50 components were identified in 4 categories: causal factors (16 components), contextual and intervening factors (18 components), strategies (8 components), and effects and outcomes (8 components). Validity was confirmed through triangulation method and peer review, and reliability was calculated at 77 percent using the inter-rater agreement method. Findings from the exploratory factor analysis showed that the factor loading of each of the 50 components was appropriate, and 11 components were able to explain 86.4 percent of the total variance of the curriculum based on the positive education approach in Iran's secondary education. Structural equation modeling findings indicated that the curriculum model had a suitable fit and significantly impacted all four categories: causal factors, contextual and intervening factors, strategies, and effects and outcomes.
Conclusion: Curriculum specialists and planners, based on the categories and components of this study, can take effective steps towards improving the curriculum based on the positive education approach in Iran's secondary education.
Type of Study: Research Article |
Subject:
Special
Received: 2024/02/3 | Accepted: 2024/03/4 | Published: 2024/04/6
Received: 2024/02/3 | Accepted: 2024/03/4 | Published: 2024/04/6
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