Somayyeh Ebrahimi; Faezeh Nateghi; Alireza Faghihi
Volume 12, Special Issue , June 2018, , Pages 785-797
Abstract
This study is aimed to evaluate the context and input quality of gifted students’ first secondary school’s curriculum in Khuzestan based on CIPP evaluation model. The statistical population of this study consisted of teachers, students and experts. A total of 80 teachers, and 248 third grade ...
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This study is aimed to evaluate the context and input quality of gifted students’ first secondary school’s curriculum in Khuzestan based on CIPP evaluation model. The statistical population of this study consisted of teachers, students and experts. A total of 80 teachers, and 248 third grade students using Morgan table and 9 experts using census sampling consist the statistical samples of this study for questionnaire. Regarding interview, teachers and students, were interviewed sufficiently. Two structured checklists were used, in which requested information are obtained based on documents, observation and getting information from educators. Cronbach's alpha of teachers’ questionnaire was 0.858, students’ questionnaire was 0.901, and Experts questionnaire was 0.0862. In this study, peer evaluation method was used to determine the reliability of interviews. In order to determine content and face validity, 5 experts’ comments were received in this regard. In addition, indicators, criteria, factors, mean, and standard deviation analysis method was used. In analyzing the data obtained from interviews, categorization method was used, and in analysis of checklists the difference between existing and desired conditions was evaluated. Finally, we concluded that quality of curriculum in Khuzestan gifted students’ schools was based on CIPP model in context and input dimension.
