Evaluation of education quality components

Amir Godsmohammadi; Soolmaz Nourabadi

doi:10.22633/rpge.v25iesp.7.16174

Authors

Amir Godsmohammadi Shahed University, Tehran - Iran https://orcid.org/0000-0002-7843-0209
Soolmaz Nourabadi Shahed University, Tehran - Iran https://orcid.org/0000-0002-8838-3709

DOI:

https://doi.org/10.22633/rpge.v25iesp.7.16174

Keywords:

Evaluation, Quality, Eduaction, One-teacher, Multi-teacher, Upper elementary school

Abstract

The aim of the present study in the upper elementary school is to investigate the components of education quality that which one-teacher and multi-teacher methods are more effective from the Iranian teachers' point of view. This research is applied method in terms of purpose that was done through survey method. The results indicate that the quality of one-teacher teaching in upper elementary course is moderate to low because the average obtained is 2.96, less than the hypothetical average of number 3. Also, the quality of multi-teacher teaching in upper elementary course is moderate to high because the average obtained is 4.09, more than the hypothetical average. Therefore, considering the findings and analysis of the information that obtained in most components related to the quality of teaching, there are obvious differences between the one-teacher and multi-teacher in quality of courses, and the multi-teacher method is better than the one-teacher method in the upper elementary school.

Downloads

Download data is not yet available.

Author Biographies

Amir Godsmohammadi, Shahed University, Tehran - Iran

M.A. in Curriculum, Department of Educational Sciences.

Soolmaz Nourabadi, Shahed University, Tehran - Iran

Faculty Member of Department of Educational Sciences.

References

LERNER, J. W.; JOHNS, B. Learning disabilities and related disabilities: Strategies for success. Cengage Learning, 2014.

MOHAMMADIAGHDAM, G.; ZAREI, H. A Study Comparing the Effect of Multi-Teacher and One-Teacher in Learning Problem-Solving Strategies in the Mathematics Lesson of Sixth Grade Students in Khoy in the Academic Year 2014-2015. 2015. Thesis (Master) – Islamic Azad University, Khoy Branch, 2015.

MØLSTAD, C. E.; PRØITZ, T. S.; DIEUDE, A. When assessment defines the content—understanding goals in between teachers and policy. The Curriculum Journal, v. 32, n. 2, p. 290-314, 2021.

MSIMANGA, M. R. Teaching and learning in multi-grade classrooms: the LEPO framework. Africa Education Review, v. 17, n. 3, p. 123-141, 2020.

NARATHAKOON, A.; SAPSIRIN, S.; SUBPHADOONGCHONE, P. Beliefs and Classroom Assessment Practices of English Teachers in Primary Schools in Thailand. International Journal of Instruction, v. 13, n. 3, p. 137-156, 2020.

POPOVIĆ, R.; SAMOUILIDOU, E.; POPOVIĆ, J.; DOLGA, M. Assessment of the Quality of Life, Health, and Social Wellness in Upper Elementary School Students: Cross-Cultural and Gender Specificity. Britain International of Humanities and Social Sciences (BIoHS) Journal, v. 2, n. 1, p. 127-142, 2020.

SHOKOUHI, M. Multi-Teacher Design Style in Elementary School. Ministry of Education, 2015.