Validation of the MOQ-based curriculum management model and its impact on the development of students' professional competencies (case study: Islamic Azad University of Golestan province)
Elham Shariati
1
(
Ph.D. student in Curriculum Planning Educational Sciences, Sari Branch, Islamic Azad University, Sari, Iran
)
Ladan Salemi
2
(
Assistant Professor, Department of Educational Sciences, Sari Branch, Islamic Azad University of Sari, Iran
)
Vahid Fallah
3
(
Ph.D. student in Curriculum Planning Educational Sciences, Sari Branch, Islamic Azad University, Sari, Iran
)
Keywords: Students, Model, Accreditation, professional competencies, Mock-based curriculum,
Abstract :
This research was conducted with the aim of investigating the mock-based curriculum model and validating it in the development of students' professional competencies. The method of the current research is qualitative and quantitative in terms of the purpose of applied research and in terms of cross-sectional time, which was carried out using a mixed exploratory method. The statistical population of this research includes the students of Golestan Azad University in 1400. Two tools, questionnaire and semi-structured interview were used to collect data. In the mixed method design, the researcher first conceptualizes using qualitative research and then collects and analyzes qualitative data. Confirmatory factor analysis was used to validate the questionnaire and Cronbach's alpha index was used to determine reliability. Inductive qualitative content analysis was used to analyze the qualitative data of the research. In this data analysis plan, axial coding was done in two stages of open coding. Descriptive statistics were used to analyze the data and inferential statistics were used to investigate the research questions with the help of SPSS23 and PLS software. Also, exploratory and confirmatory factor analysis has been used to investigate the research questions. The findings of the research showed that the goals, teaching-learning methods and evaluation of the Mock-based curriculum have a significant and significant effect on professional competencies. While the content of the Mock-based curriculum has no significant effect on the students' professional competencies. Mok-based curriculum evaluation has more predictive power for students' professional competencies.Mok-based curriculum evaluation has more predictive power for students' professional competencies.
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