Validation of the Conceptual Model for the Virtual Mathematics Curriculum in Primary Education: A Case Study of the Educational System in Tehran
محورهای موضوعی :
Mina Alireza Khazabi
1
(PH.d student in Curriculum Studies, Faculty of Educational Sciences and Psychology, Islamshahr Branch, Islamshahr, Iran)
علیرضا عراقیه
2
(Professor, Curriculum Planning Group, Faculty of Educational Sciences and Psychology, Islamshahr Branch, Islamshahr, Iran )
Zahra Rahimi
3
(Assistant Professor, Curriculum Planning Group, Faculty of Educational Sciences and Psychology, Allameh Tabatabai University, Tehran, Iran)
Abbas Khorshidi
4
(Professor, Educational Management Group, Faculty of Educational Sciences and Psychology, Islamshahr Branch, Islamshahr, Iran)
کلید واژه: Validation, Mathematics Curriculum, Virtual Education, Elementary Education. ,
چکیده مقاله :
This research aimed to validate the conceptual model of the virtual math curriculum for primary education. The research method was descriptive-survey type, including exploratory and confirmatory factor analysis. The statistical population consisted of primary school teachers from grades one to six in Tehran's education system. The sample size was determined using a multi-stage random cluster sampling method, resulting in 112 selected teachers. Data were collected using a researcher-developed questionnaire with 57 items on a 5-point Likert scale, designed to evaluate the internal validity of the model. For data analysis, descriptive statistics including mean, standard deviation, skewness, and kurtosis were used, and for inferential statistics, structural equation modeling and confirmatory factor analysis were conducted using Smart PLS software. The results of the analyses indicated that the proposed model had a good fit, and all conceptual relationships were significant based on the confirmatory factor analysis. Finally, the model was refined through focus group sessions with curriculum specialists in mathematics and education experts. The final virtual math curriculum model includes 48 components, divided into 11 components in the objectives dimension, 10 components in the content dimension, 15 components in the teaching-learning methods dimension, and 12 components in the evaluation methods dimension.
This research aimed to validate the conceptual model of the virtual math curriculum for primary education. The research method was descriptive-survey type, including exploratory and confirmatory factor analysis. The statistical population consisted of primary school teachers from grades one to six in Tehran's education system. The sample size was determined using a multi-stage random cluster sampling method, resulting in 112 selected teachers. Data were collected using a researcher-developed questionnaire with 57 items on a 5-point Likert scale, designed to evaluate the internal validity of the model. For data analysis, descriptive statistics including mean, standard deviation, skewness, and kurtosis were used, and for inferential statistics, structural equation modeling and confirmatory factor analysis were conducted using Smart PLS software. The results of the analyses indicated that the proposed model had a good fit, and all conceptual relationships were significant based on the confirmatory factor analysis. Finally, the model was refined through focus group sessions with curriculum specialists in mathematics and education experts. The final virtual math curriculum model includes 48 components, divided into 11 components in the objectives dimension, 10 components in the content dimension, 15 components in the teaching-learning methods dimension, and 12 components in the evaluation methods dimension.
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