Evaluating the efficiency of master course in curriculum planning at Farhangian University

Document Type : Original Research

Authors

1 MA in Curriculum Planning

2 Faculty member, Professor, Hormozgan University, Bandar Abbas, Iran

3 Faculty member, Assistant professor, Farhangian University, Iran

Abstract

Background and Objectives: The purpose of the present study is to evaluate the internal and external efficiency of the master course of curriculum planning in the Nasibeh Campus of Farhangian University. Methods: The present study was an applied onein terms of its purpose and a descriptive survey in terms of its implementation. The population of the study included the current and graduate students of the curriculum planning master’s at Nasibeh Campus - attending the university from 2015 to 2019 (N=36). As the population was small, the census sampling technique was implemented. The internal efficiency of the course was evaluated based on the documents available in the educational files of the students and graduates. Furthermore, the external efficiency was investigated using a researcher-made questionnaire. The validity of the questionnaire was assessed using face and content validity criteria. The reliability of the questionnaire was determined at 0.89 using Cronbach’s Alpha. The internal efficiency was evaluated using standard formulas. Moreover, the analysis of the questionnaire data was carried out using SPSS Statistics. Findings: the findings of the present study showed that the mean grade of the courses was 17.72 (88.6%). In the investigated period, the rate of loss was 2.57, the average length of the course was 4.96 semesters, the rates of passed and failed credits were 99.65% and 0.35%, respectively, and the rates of passed and failed courses were 99.69% and 0.31%, respectively. Furthermore, the rates of individual pass and fail were 99.65% and 0.35%, respectively. On this basis, the coefficient of internal efficiency was determined at 82.1%. The external efficiency of the course was determined at 53.1%. Thus, as 46.9% of the external efficiency was not fulfilled, it was concluded that the external efficiency was not convenient. Conclusion: External efficiency indicates the real value of educational courses in terms of social effectiveness. The absence or defect of external efficiency is synonymous with the loss of human and material resources in an educational system.

Keywords

References

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Theory and Practice in Teachers Education
Volume 10, Issue 17
April 2024
Pages 222-207

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