Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran
Abstract
The purpose of this study is to review and evaluate the quality of Implemented Curriculum in Farhangian University during the Corona from the perspective of student-teachers. This research is a descriptive-survey research. The statistical population included all students and teachers of the undergraduate course of Farhangian University of Shahid Hasheminejad Girls' Campus of Mashhad (2028 people) in two categories of humanities and basic sciences in the academic year 2020-2021. The statistical sample was selected by Cochran's formula by random sampling - relative classes of 350 people (227 people from humanities and arts and 123 people from basic sciences). The data collection tool was a researcher-made Likert scale questionnaire which reliability of the questionnaire was obtained by calculating Cronbach's alpha 0.82. The analysis of the findings showed that there is a significant difference between the obtained average and the expected average and the overall quality of the implementation of the curriculum in the virtual context in the seven elements under study is not satisfactory. Task and interaction have the lowest utility, respectively.
Kazemi, S. (2023). Evaluating the quality of Farhangian University Implemented Curriculum during the corona from the perspective of student-teachers. Quarterly Journal of Education Studies, 9(33), 36-49.
MLA
Sedighe Kazemi. "Evaluating the quality of Farhangian University Implemented Curriculum during the corona from the perspective of student-teachers". Quarterly Journal of Education Studies, 9, 33, 2023, 36-49.
HARVARD
Kazemi, S. (2023). 'Evaluating the quality of Farhangian University Implemented Curriculum during the corona from the perspective of student-teachers', Quarterly Journal of Education Studies, 9(33), pp. 36-49.
VANCOUVER
Kazemi, S. Evaluating the quality of Farhangian University Implemented Curriculum during the corona from the perspective of student-teachers. Quarterly Journal of Education Studies, 2023; 9(33): 36-49.
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