Once considering the viewpoints of the curriculum counterparts, this study was conducted to study about the influence of Klein’s curriculum components on the 1st year high school students’ math course drop out. The mixed-research method had been used for thi
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Once considering the viewpoints of the curriculum counterparts, this study was conducted to study about the influence of Klein’s curriculum components on the 1st year high school students’ math course drop out. The mixed-research method had been used for this study. The data were collected by means of a questioners distributed amongst the 365 students and 120 math teachers as well as the interview with 15 specialties of the curriculum planning and text book developing. The quantitative data analysis had been done by one-sample T- test, two independent-samples T-test, and Friedman tests. Inductive coding, also, was used for qualitative data analysis. The results showed that according to three above- mentioned groups, all nine Klein’s curriculum components are operative in math drop out. The first four polarities, from the teachers' points of view, have been categorized as: learning activities, teaching- learning methods, instructional materials and resources as well as Instructional time. These factors, however, from the students' points of view, are classified as instructional time, evaluation, learning activities, and teaching- learning methods, respectively .No significant difference was found between the teachers' and students' viewpoints regarding the influences of instructional materials and resources, instructional space, and learners grouping on math dropout however, such influence considering the objectives, content, teaching- learning methods, learning activities, Instructional time, and evaluation are found to be significantly different.
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