Malihe Ahmadi; Khadijeh Abolmaali Alhosseini
Abstract
The main objective of this study was to develop and validate the Positive School Orientation Questionnaire and to assess its underlying factors, utilizing a representative group of female students in their first year of secondary school during the 2014 - 2015 academic year in Zanjan, Iran. In order to ...
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The main objective of this study was to develop and validate the Positive School Orientation Questionnaire and to assess its underlying factors, utilizing a representative group of female students in their first year of secondary school during the 2014 - 2015 academic year in Zanjan, Iran. In order to select a suitable sample size, a stratified random sampling approach was implemented, resulting in a sample of 303 participants. The study utilized a descriptive-contextualization research methodology. To extract the underlying components of the questionnaire, Principal Component Analysis (PCA) was utilized. The data was analyzed using the SPSS software. To determine an appropriate sample size, the research team relied on the Kaiser-Meier-Olkin (KMO) index for guidance. The Principal Component Analysis showed that the Positive Orientation toward school Questionnaire comprised of four major factors: School Satisfaction, School Belonging Feeling, Academic Effort, and Attitude toward Classmates. The fourth component, with its small Cronbach's Alpha coefficient due to its limited number of items(4), was the sole exception among the others. The other items sustained an acceptable internal consistency score. Consequently, the Positive Orientation toward Schools Questionnaire is deemed a reliable instrument for examining the feelings and behaviors of students towards schooll.
abas abbaspour; mohamad shargi
Volume 2, Issue 5 , October 2011, , Pages 1-32
Abstract
Background: Evaluation is an important component in higher education. In few last decades, in the higher education of Iran, validation approach to evaluate and validate the higher education system has been used. The first phase of higher education evaluation was internal evaluation of Educational Departments ...
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Background: Evaluation is an important component in higher education. In few last decades, in the higher education of Iran, validation approach to evaluate and validate the higher education system has been used. The first phase of higher education evaluation was internal evaluation of Educational Departments in most universities across the country. Objective: This paper aims to report on the implementation of internal evaluation in the Department of Educational Management of the college of Ppsychology and Education in Allameh Tabataba'i University in order to improve educational quality. Method: This paper points out the findings obtained from a case study of implementing internal evaluation, encompassing 12 steps, in the department of educational management of a university in Iran. Qualitative and quantitative methodologies were used to collect data from the heads, faculty members, students, alumni, and library staff of the department, as well as the immediate managers of the alumni. The methods of data collection included interviews, document review, questionnaires, and checklists. Results: In general, the results of the research showed that the average of seven criteria under evaluation (Department management goal and structure, Faculty members, Students, Alumni, Teaching and learning processes, Implemented courses, educational equipments and resources) in three departments was quite desirable. Conclusion: This report can be a basis for the procedures necessary for continuous improvement of the quality of Educational Departments, developing the necessary culture and conditions for accountability in higher education, monitoring the internal quality, improving the staff quality, and clarifying the mission, goals and objectives of the program/institution.
