Validation and Design of Economic-Vocational Education Model of Junior High School Students
Subject Areas : curriculum
ayob vaysa
1
(
PhD student, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran.
)
faezeh nateqi
2
(
(corresponding author) Associate professor, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran
)
, Mohammad Hashem Rezaee
3
(
.Assistant professor, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran
)
Keywords: Validation, economic-vocational education, economic-vocational education model,
Abstract :
This research has been done with the aim of validating and designing a model of economic-vocational education for junior high school students. The research method is qualitative but applied; data analysis is based on the qualitative method of Strauss and Corbin. The statistical population consists of academic experts in the fields of curriculum planning and economic education working in universities of Ilam in the academic year 2019-20. The sample included 30 people in accordance with principles of qualitative research. They participated in the study until saturation was reached. Data collection tools were content analysis checklists, student interviews and university professors’ questionnaires, which were analyzed through coding and utilization of MAXQDA software. The validity of the questionnaire was secured by obtaining the agreement coefficient of two experienced evaluators. A coefficient of 0.73 indicated the validity of the instrument. To ensure the reliability of the questionnaire, it was examined by Cronbach's alpha. Coefficients of causal conditions (0.839), intervening conditions (0.870), effective contexts (0.925), economic strategies (0.913), consequences of economic education (0.763), total questionnaire (0.951) showed a stable reliability of the measurement. The findings of the study indicated that the economic-vocational education of students in junior high school contributed moderately to achieving the eight goals. The highest level of effect was taken by understanding vocational skills and the lowest was expansion of economic justice.
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